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Despite incredible advancements in science and technology, employees across the world still seem to experience high degrees of psychological stress in the workplace (Kinnunen-Amoroso & Liira, 2016). Academics are no exception, with research confirming that they experience high to very high levels of occupational stress (Darabi, Macaskill, & Reidy, 2017; Malik, Björkqvist, & Österman, 2017). The rising levels of occupational stress could be ascribed to the substantial growth in student numbers and higher education institutions, increased emphasis on research, adapting to ever-changing curricula and quality assurance measures, and keeping abreast with rapid technological advances (Catano et al., 2010; Martins & Ungerer, 2014; Slišković & Maslic Seršič, 2011). The consequences of occupational stress among academics include teaching below standard, conflict with students and seeking employment elsewhere (Barkhuizen & Rothmann, 2008; Stevenson & Harper, 2006). Darabi et al. (2017) warn that the stressors that academics experience will continue to increase unless they adopt strategies and mechanisms to cope with these demands. Orientation: Occupational stress leads to devastating consequences for academia, which include teaching below standard, conflict with students and seeking employment elsewhere. The stressors that academics experience will continue to increase unless they adopt strategies to cope with these demands.

Developing a measurement instrument for coping with occupational stress in academia