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Academic pressure to publish is linked to increased work stress among professors, but not job satisfaction. This highlights precarious working conditions in higher education due to public policies.

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Area of Science:

  • Academic research
  • Higher education studies
  • Occupational health

Background:

  • The pressure to publish academic work is a significant factor in academic careers.
  • Understanding its impact on job satisfaction and stress is crucial for faculty well-being.
  • Previous research has explored academic workload but less on the direct perception of publishing pressure.

Purpose of the Study:

  • To investigate the association between the perceived pressure to publish academic work and job satisfaction.
  • To examine the relationship between the perceived pressure to publish academic work and work-related stress.
  • To identify factors associated with a high perception of pressure to publish.

Main Methods:

  • A cross-sectional study involving 64 graduate advisors from a public university in São Paulo.
  • Data collected via an online questionnaire assessing sociodemographic, work, and health data.
  • Utilized the Occupational Stress Indicator Job Satisfaction Scale and the Effort-Reward Imbalance (ERI) model, alongside a numerical scale for perceived publishing pressure.

Main Results:

  • A higher perception of pressure to publish was associated with prior experience in higher education, remote work, and reported work stress.
  • This perception correlated with increased effort, over-commitment, and a greater imbalance between effort and reward.
  • Work stress was a significant predictor of the perception of extreme pressure to publish.

Conclusions:

  • Perceived pressure to publish academic work is directly related to increased work stress among professors.
  • Job satisfaction did not appear to be significantly affected by the perceived pressure to publish.
  • The findings underscore the precariousness and increased workload faced by academics, potentially influenced by public policies commercializing education.