An Analytical Study on Stress Management Strategies and Their Impact on Performance of the Faculty Members specially in Engineering, Technology, Science, and Management Colleges based in Delhi and NCR

Abstract

Faculty members in higher educational institutions (HEIs), particularly in the domains of engineering, technology, science, and management, are increasingly experiencing high levels of occupational stress due to the demanding nature of academic, administrative, and research responsibilities. This study aims to analyze the primary sources of stress, explore commonly adopted stress reduction strategies, and assess their impact on faculty performance in colleges situated across Delhi and the National Capital Region (NCR). The research was conducted on a sample of 210 faculty members from varied institutions, selected using stratified random sampling to ensure adequate representation across disciplines and institutional types. A mixed-methods approach was employed, utilizing a structured questionnaire and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, factor analysis, correlation and regression analysis, and ANOVA, while qualitative insights were interpreted through thematic analysis.  The findings revealed that the top stressors among faculty members included excessive workload, administrative pressure, pressure to publish, limited growth opportunities, and work-life imbalance. Factor analysis categorized these into three broad dimensions: institutional stressors, academic stressors, and personal stressors.  In terms of coping mechanisms, faculty members most commonly relied on time management, physical exercise, peer support, and mindfulness practices. Cluster analysis identified three distinct coping profiles: Proactive Copers, Passive Copers, and Institutionally Reliant Faculty.   A strong positive relationship was observed between the use of stress management strategies and faculty performance, with time management and peer support emerging as significant predictors. Regression analysis (R² = 0.51) confirmed that stress reduction practices accounted for a substantial portion of performance variance. Additionally, it was found that faculty with lower stress levels consistently demonstrated higher performance outcomes. The study also found moderate evidence that organizational support such as flexible scheduling, reduced administrative tasks, and wellness programs moderated the relationship between stress and performance, enhancing faculty resilience and job satisfaction. In conclusion, the study emphasizes the urgent need for HEIs to institutionalize comprehensive faculty support systems and training in stress management to sustain academic excellence and faculty well-being.