ArticleBMC medical education2026
Academic rank and stress among university faculty in a medical university in Yunnan, China.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
backgroundOccupational stress is a persistent challenge for university faculty, with important implications for well-being and professional performance. This study examined rank-related differences in perceived stress and identified key sources of stress among university faculty.
methodsA cross-sectional survey was conducted in March 2024 among university faculty, yielding 269 valid responses. Specific stress sources were assessed using single-item indicators on a 5-point Likert scale, and perceived stress was measured using the Perceived Stress Scale (PSS) and categorized into low, moderate, and high stress. Multivariable regression analyses were performed to examine associations between stress sources, academic rank, and perceived stress.
resultsProfessors reported the lowest perceived stress levels (mean [SD]: 21.2 [4.6]), whereas lecturers reported the highest levels (24.9 [6.1]), with significant differences across academic ranks (p = 0.001). After adjustment for other stress sources, academic performance-related stress was independently associated with higher academic rank, with increased relative risk ratios among professors (RRR = 2.63, 95% CI: 1.36-5.05), associate professors (RRR = 3.07, 95% CI: 1.95-4.84), and lecturers (RRR = 2.55, 95% CI: 1.67-3.89), compared with teaching assistants. Among faculty with high perceived stress, interpersonal relationship stress (coefficient = 0.78, p = 0.014) and academic performance stress (coefficient = 0.66, p = 0.011) were significantly associated with higher PSS scores.
conclusionsPerceived stress levels and dominant stressors varied substantially across academic ranks. Academic performance and interpersonal relationship stress emerged as key contributors to high stress. Targeted institutional support, such as structured mentoring for early-career faculty and stress management initiatives, may help mitigate rank-specific stress and promote faculty well-being.
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