Guidelines for Reducing and Solving the Stress in Work Performance of Teachers Who are Responsible for Programs Complying with Standard Criteria for Higher Education

Abstract

         This research aimed to study guidelines for reducing and solving the stress in work performance of teachers who are responsible for programs complying with standard criteria for higher education. This qualitative research employed in-depth interviews with 25 key informants, including administrators and faculty members from state-supervised higher education institutions, state universities, Rajabhat universities, Rajamangala universities of technology, and private higher education institutions, covering all 6 regions of Thailand. Content analysis was used for data analysis.

         The research findings were as follows: (1) Stress reduction approaches included: managing work conditions that cause stress, career advancement and job security, relationships and motivation, organizational policies and communication, and workload and quality assessment; enhancing work performance capabilities according to standards, including arts and culture preservation, teaching and learning, academic services, research, curriculum quality, curriculum management, and student development; and managing stress feelings in terms of mental and cognitive aspects, physical aspects, family aspects, and goal achievement aspects.
(2) Problem-solving approaches for stress included: at the university level - personnel management, creating work atmosphere, supporting work performance, research, academic services, and educational quality assurance; at the program coordinator level - self-development, teamwork, and stress management; and at the national policy organization level - developing standard criteria, developing information systems, and personnel development.