Occupational stress is recognized as one of the most significant psychosocial risk factors affecting the health and professional performance of educators. Continuous emotional demands, high workloads, administrative responsibilities, time pressure, and increasing educational requirements contribute to the development of chronic stress. Prolonged exposure to occupational stress may adversely affect psychological well-being, immune function, cardiovascular health, and quality of life. Therefore, early identification and assessment of stress levels among educational professionals are essential for developing preventive strategies and maintaining workforce productivity.
Psychometric testing represents a reliable and cost-effective approach for screening occupational stress in large populations. Standardized questionnaires provide objective information regarding perceived stress, emotional exhaustion, and psychological adaptation. The present study aimed to evaluate the prevalence and severity of occupational stress among school teachers and faculty members of Samarkand State Medical University using validated psychometric assessment tools.
To conduct screening and assessment of occupational stress among educators using psychometric testing methods and to determine the prevalence of different stress levels in the studied population.
Materials and Methods
A cross-sectional study was performed involving 120 participants employed in educational institutions. The study population consisted of:
Group 1: 60 secondary school teachers;
Group 2: 60 faculty members of Samarkand State Medical University (SamSMU).
Participants ranged in age from 24 to 67 years, with a mean age of 42.8±8.7 years. Females accounted for 68.3% of the sample, while males represented 31.7%.
Occupational stress was assessed using the validated Perceived Stress Scale (PSS-10), one of the most widely used psychometric instruments for evaluating psychological stress. According to established criteria, stress levels were categorized as follows:
Low stress: 0–13 points;
Moderate stress: 14–26 points;
High stress: 27–40 points.
Additionally, emotional burnout was evaluated using the Maslach Burnout Inventory (MBI), which assesses emotional exhaustion, depersonalization, and personal accomplishment.
Statistical analysis was conducted using SPSS software version 26.0. Data were expressed as mean ± standard deviation (M±SD). Student’s t-test and chi-square test were used for comparisons between groups. Statistical significance was established at p
0.05). Correlation analysis identified a significant positive relationship between occupational stress and emotional exhaustion (r=0.72, p<0.001). Furthermore, a moderate positive correlation was observed between stress scores and duration of employment (r=0.48, p<0.01).
The findings indicate a high prevalence of occupational stress among educational professionals. More than 80% of participants demonstrated moderate or high stress levels, emphasizing the substantial psychological burden associated with teaching activities. Faculty members of Samarkand State Medical University exhibited significantly higher stress scores compared with secondary school teachers. This difference may be explained by the combination of teaching responsibilities, scientific research activities, publication requirements, administrative duties, and, in some cases, clinical practice obligations. The strong association between occupational stress and emotional burnout confirms that chronic workplace stress may contribute to psychological exhaustion and reduced professional effectiveness. The observed relationship between stress severity and professional experience suggests that prolonged exposure to occupational demands may have cumulative adverse effects on mental well-being. The use of psychometric testing proved to be an effective screening approach for identifying individuals at increased risk of stress-related health problems. Early detection allows implementation of targeted interventions aimed at stress reduction, mental health promotion, and improvement of occupational performance.
The present study demonstrated a high prevalence of occupational stress among educators. Moderate and high stress levels were identified in 84.2% of participants, while severe emotional burnout was observed in nearly one-third of university faculty members. Faculty members of Samarkand State Medical University exhibited significantly higher stress levels than secondary school teachers (26.4±5.2 versus 22.9±4.8 points; p<0.01). A significant correlation was identified between occupational stress, emotional exhaustion, and duration of professional activity.
Psychometric testing using the Perceived Stress Scale and Maslach Burnout Inventory provides a reliable and practical method for large-scale occupational stress screening. Regular psychological monitoring of educational professionals is recommended to identify high-risk individuals and implement preventive measures aimed at reducing occupational stress and improving overall health and professional well-being.
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