Lt. Yashodhara Raj, Dr. Parul Saxena
(2024) Vol. 02, No. 01, pp. 36-46
ABSTRACT
This paper explores the relationship between coping abilities, academic self-efficacy, and perceived occupational stress among university faculty, aiming to identify key themes that contribute to understanding these dynamics. Utilizing a thematic review methodology, the study synthesizes findings from recent literature to uncover patterns and insights related to how coping strategies and self-efficacy influence occupational stress levels. The review highlights that robust coping mechanisms and high self-efficacy are significantly correlated with lower perceived stress, indicating that faculty who effectively manage stressors tend to experience better mental health and job satisfaction. The implications of these findings suggest that academic institutions should implement targeted interventions to enhance coping skills and foster self-efficacy among educators. By creating supportive environments and providing resources, institutions can mitigate occupational stress and promote a healthier academic culture. Future research directions are also discussed, emphasizing the need for longitudinal studies and exploration of contextual factors that may influence these relationships across diverse educational settings.