STUDYING ORGANIZATIONAL CLIMATE, OCCUPATIONAL STRESS, AND MENTOR EFFECTIVENESS IN HIGHER EDUCATIONAL INSTITUTIONS
DOI:
https://doi.org/10.59415/mjacs.345Keywords:
Organizational Climate, Occupational Stress, Mentor Effectiveness, Higher Education, Institutional Support, Academic MentoringAbstract
Mentors in higher educational institutions play an essential role in shaping academic development, career progression, and overall student success. However, their effectiveness can be significantly influenced by the organizational environment in which they operate. This study investigates the interrelationship between organizational climate, occupational stress, and mentor effectiveness within the context of higher education. The research aims to understand how different organizational elements-including leadership practices, communication patterns, institutional culture, and resource availability-influence the stress levels experienced by mentors and subsequently impact their performance and effectiveness. Through a mixed-method research design, the study will collect empirical data from academic mentors and supporting faculty across multiple colleges and universities. Quantitative tools such as standardized stress and organizational climate assessments will be used alongside qualitative interviews to uncover deep insights into mentor experiences and institutional dynamics. This approach will offer a comprehensive view of how conducive or detrimental the organizational environment is to mentorship. Key variables will include perceived organizational support, mentor recognition, workload management, autonomy, and alignment with institutional goals. The findings are expected to reveal significant correlations between the organizational climate and the psychological well-being and professional output of mentors. The implications of this research are twofold: it will guide institutional leaders in shaping policies that support mentor engagement and well-being, and it will suggest structural reforms in organizational culture that foster improved academic support systems. Ultimately, the study aims to contribute toward building high-performing, mentally healthy, and sustainable academic mentoring programs that benefit both mentors and mentees in higher education settings.
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Website Referred
1. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6777705/
2. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0297508
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