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Occupational Role Stress Scale Development

Talat Sohail Humala Khaled, Uzma Qureshi, Sarah Shahed

The present research was conducted to develop and validate an Occupational Role Stress Scale. In first part of the research the English version of Indian Occupational Role Stress Scale consisting of 50 items, was translated into Urdu, then an additional 40 new culturally relevant items were generated with the help of experts in the area of occupational role stress along with in-depth study of Occupational Role Stress literature. The additional new 40 items were merged with the first 50 items. The forward and backward translation of scale was carried out. A Committee approach was also adopted. A committee of senior professors evaluated the scale for its semantic dimensions. Thus they developed Occupational Role Stress Scale (ORSS) consisted of 90 items with five response categories. There are 10 subscales, with 9 items on each subscale of the ORSS. The psychometric properties of the scale were determined on the sample of 116 government secondary male and female school teachers (66 males and 50 females). The Occupational Role Stress Scale has been found internally consistent as indicated by the item analysis and additional evidence of internal consistency has been provided by highly significant values of Alpha Co-efficient. On the basis of pilot study two items were excluded due to low item-total scale correlation and low item subscale correlation while rest of 88 items were retained. In the second part of the research the Occupational Role Stress Scale

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was used to measure Occupational Role Stress level of government secondary school teachers on another sample of 60 (30 males and 30 females). The female government secondary school teachers compared to male government secondary school teachers experienced more Occupational Role Stress. The married government secondary school teachers experienced more Occupational Role Stress as compared to the unmarried. The government secondary school teachers belonging to different age groups differ significantly in their exposure to Occupational Role Stress. The government secondary school teachers belonging to different income groups differ significantly in their exposure to Occupational Role Stress.

Stress is an essential part of life. Stress is experienced by all

and the sources of stress may include the person, family, community and workplace. At times, the stress experienced is brief while at times it continues for a long time. Sometimes the experienced stress can be mild but in difficult situations it can be intense.

According to Selye (1956) stress is the non-specific response

of the body to any demand made upon it and it results in "General Adaptation Syndrome".

For Cofer and Appley (1964), Stress is the "State of the

organism where the individual perceives that his well-being and integrity is endangered and that he must divert all his energies to its protection”.

Occupational Stress is the study of all those aspects of work

that either have or threaten to have bad effects on the organism such as physical properties of working environment, pollution, extreme heat or cold, humidity, pressure, noise, bad man-machine design, time pressures, deadlines, non-standard working hours, organizational or administrative irrationality, poor management relations, demotion, transfer, non-availability of


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extrinsic rewards (increase pay scale), conflict with boss or subordinates, ambiguity about job security and many more.

The transactional model of stress is one in which stress is

regarded as an individual's perceptual phenomenon rooted in psychological processes (Cox, & Mackay, 1978; Lazarus, 1976).Role Stressors can also be significant sources of problems in the workplace. Role conflict and role ambiguity have been studied extensively (Fisher & Gitelson, 1983), as have responsibility, efficiency, boundary problems, and overload (Kahn, 1974, 1981).

The findings of French and Kaplan (1970) showed that men

who suffered from role ambiguity experienced lower job satisfaction and high job related tensions, which posed a threat to their mental and physical well being.

In Pakistan, Kaur, Shah and Haq (1993) conducted a study on

Organizational Role Stress and job satisfaction in the public and private sector industry to investigate the nature of Role Stressors, some of the major stressors revealed are Role Erosion, Personal Inadequacy, Resource Inadequacy, Inter Role Distance, Role Isolation and Role Overload.

Baurn, Grunberg and Singer (1982) have discussed different

approaches for measuring Occupational stress which include (1) Physiological Arousal Approach (2) Life Events Approach and (3) Daily Hassles Approach.

The Organizational Role Stress Scale (ORSS) was developed

by Pareek (1982). The term Organizational Role Stress Scale was replaced by Occupational Role Stress Scale as it includes both the Organizational goals (e.g., Organizational climate, budget, politics etc) as well as individual’s goals (such as role, status, prestige, authority and income).

The scale provides an index of individual's perceived


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Occupational Role Stress on the following ten dimensions:

1. Inter Role Distance (1RD)

2. Role Stagnation (RS)

3. Role Expectation Conflict (REC)

4. Role Erosion (RE)

5. Role Overload (RO)

6. Role Isolation (RI)

7. Personal Inadequacy (PI)

8. Self Role Distance (SRD)

9. Role Ambiguity (RA)

10. Resource Inadequacy (RI).

The ten dimensions of ORS Scale provide a useful insight into the major and minor stressors experienced by individuals of different occupations working in different organizations. Surti (1982) is the one to use the term Occupational Role Stress Scale in place of Organizational Role Stress Scale because according to him the ORSS includes both the Organizational goals (e.g., organizational climate, budget, politics etc) as well as individual’s goals (such as status, prestige, authority and income).

The present study was mainly intended as a peep into the

occupational stress world of the secondary school teachers and it also intended to indicate the different occupational stress levels of Pakistani secondary school teachers are exposed to in their job.

The following hypotheses are to be verified by the developed

Occupational Role Stress Scale

1. The Occupational Role Stress experienced by the male secondary school teachers will be more than the Occupational Role Stress experienced by the female


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secondary school teachers.

2. The Occupational Role Stress experienced by married secondary school teachers will be more than the Occupational Role Stress experienced by single secondary school teachers.

3. The Occupational Role Stress experienced by the secondary school teachers will increase with the increase in their age.

4. The Occupational Role Stress experienced by the secondary school teachers will increase with the increase in their income.

Methodology The present study was undertaken with the following purposes.

First purpose of the study was to develop and validate an indigenous Occupational Role Stress Scale in Urdu on the pattern and style of Indian Occupational Role Stress Scale developed by Pareek (1982).Second purpose of the study was to find out Occupational Role Stress levels of male and female secondary school teachers with ORSS. Third purpose aimed to examine the differences in the Occupational Role Stress level of secondary school teachers of different age group, educational qualification, job experience and their pay with the help of ORSS.

Study I

Sample The total sample in the Study I consisted of 116 subjects. There were 66 males and 50 females. They were between 22 - 58 years of age. Their educational level ranged from Intermediate to Masters. Their monthly income ranged from Rs. 3,000/- to Rs. 25,000/-. The sample included both unmarried and married. The range of duration of service was 1 - 20 years.


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Instruments 1. Occupational Role Stress Scale (ORSS)

The Indian version of Occupational Role Stress Scale (Pareek, 1982) was translated into Urdu by three university professors who are considered authority on Urdu language. The three university professors, who are on the teaching faculty of the Oriental College Punjab University, were consulted at the various stages of the translation of the questionnaire items. The three university professors agreed upon the final translated version of the questionnaire. The ORSS Urdu version consisted of 50 self descriptive statements. The ORSS consisted of ten subscales with five items on each subscale.

Some additional items relevant to Occupational Role Stress construct were selected from the literature on Occupational Role Stress. The forty new selected self-explanatory statements were translated into Urdu. The translated items of ORSS obtained at first step were pooled and merged with 30 additional items to form an eighty item scale. Ten items of the scale were repeated from each of ORSS to check the response consistency of the subjects on the scale. The critical translated version of the scale consisted of 90 items and ten subscales.

Each item of the scale was to be rated on a Likert type 5-point

rating scale ranging from 0 - 4 indicating the extend of stress experienced by the individual. 0 1 2 3 4 Never Occasionally Sometimes Frequently Always

The 0 on the scale indicated "never", 1 "occasionally", 2 "sometimes", 3 "frequently", and 4 "always".


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2. Demographic Questionnaire A demographic questionnaire was constructed to collect some

basic information about the age, gender, profession, marital status, duration of service and income of the Secondary school teacher.

Procedure

The subjects were individually approached at their work place. The subject's consent was taken for the participation in the study I. The subjects were informed about the purpose of the study namely the measures the Occupational Role Stress (ORSS) experienced by them. The subjects were given instructions prior to the administration of the demographic questionnaire and the ORSS. All the measures were administered to each subject one after another as mentioned in the above order i.e., first the demographic questionnaire and then the ORSS.

Study II

Sample

The total sample of the study II included 60 secondary school teachers. The sample consisted of 30 male and 30 female secondary school teachers. They were between 25 to 45 years of age. Their educational level ranged from Graduation to Masters. Their monthly income ranged from Rs. 10,000/- to 30,000. The sample included 30 unmarried (15 males and 15 females) and 30 married (15 males and 15 females) secondary school teachers. The range of duration of service was 1 - 10 years. Instruments

The study II employed two instruments which are as following.

1. Occupational Role Stress Scale (ORSS)

2. Demographic Questionnaire


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1. Occupational Role Stress Scale (ORSS)

The development, translation, internal consistency (reliability) and validation of Occupational Role Stress Scale (ORSS) was established on the basis of the data analyses of the study II. Two items (item No. 17 & item No. 58) were excluded from ORSS due to low item total scale correlation and item - sub scale correlation. The 88 items of ORSS qualifying on both (item - total scale and item - sub scale) were retained. This is supported by highly significant inter-correlations between the scales which mean that the sub scales are correlated with each other and they also pertain to the same general construct (domain). The subjects were requested to complete ORSS and to honestly respond to Occupational Role Stress they experienced during the display of their daily duties and responsibilities at work place. 2. Demographic Questionnaire A demographic questionnaire which covered questions like age, sex, profession, marital status, duration of service and income was also used in the study. Procedure

The ORSS which now consisted of 88 items was administered. The subjects were individually approached at their work place. The subject's consent was taken for the participation in the study. The subjects were informed about the purpose of the study to know about the Occupational Role Stress experienced by them. The subjects were given instructions prior to the filling in of ORSS. First of all, the demographic questionnaire was administered to the subjects, followed by the ORSS. This is the customary procedure of the data collection. Results

Following analyses were performed for the data of the study 1.


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Analyses of Study I The item-subscale correlations were computed to test the

relevance of each item to the subscale. The results are given in table 1.

Table 1 Item Sub scale Correlation of the Occupational Role Stress Scale (ORSS)

Item subscale Correlation with total ORSS score

Subscale No. 1 Inter Role Distance Correlation Coefficients 1 .69 11 .63 21 .74 31 .71 41 .66 51 .77 61 .59 71 .48 81 .73 Subscale No.2 Role Stagnation 2 .74 12 .62 22 .71 32 .37 42 .72 52 .52 62 .44 72 .34 82 .69 Subscale No.3 Role Expected Inadequacy 3 .48 13 .57 23 .63 33 .60 43 .54 53 .51 63 .41 73 .72 83 .61


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Subscale No.4 Resource Inadequacy 4 .42 14 .58 24 .55 34 .52 44 .67 54 .64 64 .46 74 .54 84 .75 Subscale No. 5 Role Overload 5 .81 15 .73 25 .79 35 .37 45 .83 55 .73 65 .40 75 .61 85 .82 Subscale No. 6 Role Inadequacy 6 .62 16 .56 26 .30 36 .45 46 .63 56 .62 66 .42 76 .55 86 .54 Subscale No. 7 Personal Inadequacy 7 .73 17 .43 27 .64 37 .55 47 .66 57 .66 67 .47 77 .45


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87 .37 Subscale No.8 Self Role Distance 8 .56 18 .39 28 .59 38 .50 48 .73 58 .17 68 .71 78 .74 88 .68 Subscale No.9 Role Ambiguity 9 .69 19 .69 29 .77 39 .45 49 .67 59 .26 69 .66 79 .40 89 .76 Subscale No.10 Role Erosion 10 .41 20 .33 30 .34 40 .51 50 .77 60 .67 70 .54 80 .59 90 .71 P<**.01

All the item subscale correlations are significantly high at .01 levels except for item 58.

The inter-correlation matrix with total was computed to test


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the relevance of each subscale to the total scale. The results are in table 2

Table 2 Inter Correlations of Subscale with Total of Occupational Role Stress Scale

Correlations Sub Scale

IRD RS REC RIN RO RI PI SRD RA RE Total

IRD 1.0 .66 .63 .69 .80 .51 .37 .59 .57 .49 .79 RS 1.0 .68 .75 .68 .68 .38 .71 .74 .71 .85 REC 1.0 .74 .61 .71 .52 .73 .66 .71 .85 RIN 1.0 .72 .66 .51 .66 .67 .72 .87 RO 1.0 .65 .46 .67 .70 .59 .86 RI 1.0 .54 .76 .73 .68 .83 PI 1.0 .38 .52 .45 .61 SRD 1.0 .79 .62 .84 RA 1.0 .65 .85 RE 1.0 80 Total 1.0

All the correlations of subscales with the total of Occupational Role Stress Scale are significantly high at .01 levels and their range is .61 to .87. The high positive correlations show that subscales are correlated with each other and they also pertain to the same general construct. The diagonal represents the perfect positive correlation 1.0 of each subscale with its own respective subscale.

The Cronbach Alpha of the Occupational Role Stress scale and

subscales was computed to test the reliability.

Table 3 Cronbach Alpha of the Occupational Role Stress Scale and subscales

Scale Alpha Coefficient ORSS .96 IRD .84 RS .74 REC .72 RIN .75


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RO .86 RI .66 PI .70 SRD .73 RA .78 RE .74 p<**.01

The Cronbach Alpha Coefficient value obtained for Occupational Role Stress Scale was .96 and the range of Cronbach Alpha Coefficients for subscales were .66 to .86. The significantly high values of Cronbach Alpha show reliability of Occupational Role Stress Scale and its subscales at .01 significance level.

The significant finding of the study is that Occupational Role

Stressors experienced by secondary school teachers with acuteness is really present. There is an urgent need for annual assessment of Occupational Role Stress of secondary school teachers to help them to develop an awareness and insight to cope with it.

The study II explored the differences in Occupational Role

Stress levels of secondary school teachers. T-test and one way ANOVA were performed to find out the differences in the Occupational Role Stress levels of secondary school teachers as a result of their gender, marital status, age, income and job experience.

Table 4

T-test between Male and Female secondary school teachers on Occupational Role Stress Scale

(ORSS)

Groups Mean Standard Deviation df t-value P

Male (n= 30) 43.5 9.7 58 1.5 0.001 Female (n= 30) 48.7 6.7 P<**.01


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The table shows a significant difference between Males and Female secondary school teachers on Occupational Role Stress Scale t(58)=1.5, p<.001. The mean stress score of female secondary school teachers is higher as compared to male secondary school teachers. This means that female secondary school teachers experienced more Occupational Role Stress as compared to male secondary school teachers. This disconfirms our hypothesis that the male secondary school teachers as compared to female secondary school teachers experience more Occupational Role Stress.

T-test was also computed between married and unmarried

secondary school teachers on their scores on ORSS. The results are given in Table 5.

Table 5 T-test between married and unmarried secondary school teachers on

Occupational Role Stress Scale. Groups Mean Standard Deviation df t-value P Married (n= 30) 60.1 16.2 58 1.1 0.001 Unmarried(n=30) 50.6 9.1 p<**.001

The results in the table show a significant difference between the Occupational Role Stress scores of married and unmarried secondary school teachers t(58) =1.1 p<.001. The mean scores of married secondary school teachers are higher than the mean score of unmarried secondary school teachers. This means that Occupational Role Stress Sscore of married secondary school teachers is higher than unmarried secondary school teachers. This confirms our hypothesis that married as compared to single secondary school teachers experience more Occupational Role Stress.


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T-test was also performed between Occupational Role Stress Scores and job experience of secondary school teachers but no significant difference was found.

Discussion

The discussion is about study I and study II. The study I was carried out for the development of Occupational Role Stress Scale (ORSS). The process of developing a self-rating ORSS for assessing government secondary school teachers included 90 items. As the items of the scale, were empirically generated, it satisfied the validity criterion of the scale, set by Nunnally (1978) which requires the representative sampling of the items from the specified content domain. The ORSS development followed the empirical procedure of item generation thus it fulfilled the content validity criteria of psychological measurement which is based upon appropriate sampling of the universe items (Kline, 1986).

The items of Occupational Role Stress Scale are

homogeneous. The homogeneity of the scale items was tested with the help of item analysis. The correlation for each item with the total score was computed. All the items of scale which qualified on both item-total correlation and item-subscale correlation were retained. This is supported by the results of highly significant inter-correlations between the scales which mean that the subs scales are correlated with each other and they also pertain to the same general construct or domain. The range of correlations of the items is .10 to .74. As most of the items possessed high positive correlation except for item 17 and item 58 which had low correlation of .10 and .14 respectively, it was decided to exclude these items in order to enhance the homogeneity of the scale. The item 17 and 58 had insignificant item-total correlation and item-sub scale correlation which shows that these items are neither related with the subscales nor with the occupational role stress scale. This implied that these two items did not pertain to the concerned construct. The inter-correlations


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matrix of subscales and the inter-correlations of subscales with Occupational Role Stress Scale are significantly high. A correlation coefficient expresses the degree of correspondence or relationship between two sets of scores. A perfect positive correlation with a value of + 1.00 exists in the form of diagonal between inter-correlations Matrix of Subscales and with Occupational Role Stress Scale. The correlation coefficients have many uses in the analysis of psychological data and one important application is the measurement of test reliability. Since all types of reliability are concerned with degree of consistency of scores, high correlation means high reliability of the Psychological test being used (Anastasi, 1976). The reliability of ORSS Scale, was estimated by Cronbach Alpha Coefficient, which is an indicator of the internal consistency of Scale (Cronbach, 1970). The obtained value of the Cronbach Alpha Coefficient was .96 for the scale consisting of 90 items and the range of Cronbach Alpha Coefficients for the subscales was .66 to .86. The high values of Alpha Coefficient support our appropriate sampling of the contents and right phrasing of the items of the scale (Kline 1986, Kaplan & Souccuzzo, 1982).To determine the Test-Retest Reliability of Occupational Role Stress Scale, an item from each subscale was repeated at the end of the scale. The correlation coefficient computed between the repeated items ranged from .54 to .72 which is highly significant at .01 significance level. This ten item repetition instead of administering the entire scale was done because an early repetition of the scale might have been influenced by the memory of the individual. The significantly high Cronbach Alpha Coefficients for the Occupational Role Stress Scale and its subscales along with significantly high Test-Retest Reliability clearly pinpoints, to the fact, that the Occupational Role Stress Scale is an authentic measure of Occupational Role Stress.

The Occupational Role Stress Scale consisting of ninety items

can be used to measure Occupational Role Stress among individuals. The response categories were assigned score of 0, 1, 2, 3, and 4 respectively while the (0) mean the absence of


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symptom where as the successive score of the response categories indicated that the subject is experiencing the symptom with greater frequency and intensity. The total score on the scale ranges from 0-260. The higher score on the scale indicate the greater level of Occupational Role Stress. The range of scores computed for Occupational Role Stress Scale was 271 - 11 = 260 and the range for subscales is 26 to 36.The study II explored the differences in the Occupational Role Stress level of male and female government secondary school teachers. T-test was computed between male and female government secondary school teachers on their occupational role stress scores. The mean occupational role stress scores of female is higher than male government secondary school teachers which means that females experience more occupational role stress at job place than the males. This rejects our hypothesis that male experience more occupational role stress at work than females. Pakistan is a typical male dominated society where females are overprotected and guarded by their family and it is urban females who get permission for education and to work. The economic necessity has also pushed females to become employed and has exposed them to different Occupational Role Stressors (Sohail, 1996). Conclusions

The present research aimed at construction and development of an Occupational Role Stress Scale in Urdu for the Pakistani population. While developing the scale difficulties were encountered due to non availability of such scale. An effort was made to construct an Occupational Role Stress Scale with sound psychometric characteristics. The Occupational Role Stress Scale should be used in the Pakistani Organizations to study the nature and the intensity of the job stressors which are operating in our organizations. This information can be of tremendous organizational relevance as it can provide realistic guidelines to develop suitable stress management strategies on one hand and on the other, this information can also help the organizations to work hard to ensure the physical and mental well being of their


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