APA 6th Edition Slišković, A. (2011). Stres kod nastavnika u visokom obrazovanju. Psihologijske teme, 20 (1), 67-89. Preuzeto s https://hrcak.srce.hr/68723
MLA 8th Edition Slišković, Ana. "Stres kod nastavnika u visokom obrazovanju." Psihologijske teme, vol. 20, br. 1, 2011, str. 67-89. https://hrcak.srce.hr/68723. Citirano 28.09.2021.
Chicago 17th Edition Slišković, Ana. "Stres kod nastavnika u visokom obrazovanju." Psihologijske teme 20, br. 1 (2011): 67-89. https://hrcak.srce.hr/68723
Harvard Slišković, A. (2011). 'Stres kod nastavnika u visokom obrazovanju', Psihologijske teme, 20(1), str. 67-89. Preuzeto s: https://hrcak.srce.hr/68723 (Datum pristupa: 28.09.2021.)
Vancouver Slišković A. Stres kod nastavnika u visokom obrazovanju. Psihologijske teme [Internet]. 2011 [pristupljeno 28.09.2021.];20(1):67-89. Dostupno na: https://hrcak.srce.hr/68723
IEEE A. Slišković, "Stres kod nastavnika u visokom obrazovanju", Psihologijske teme, vol.20, br. 1, str. 67-89, 2011. [Online]. Dostupno na: https://hrcak.srce.hr/68723. [Citirano: 28.09.2021.]
Sažetak This paper gives a systematic review of insights on occupational stress in teachers employed in higher education institutions. Results of past research suggest that working in the academic community is a very stressful occupation. The paper analyses the changes in higher education institutions that are considered as direct antecedents of higher levels of stress in university teachers. A review of past studies focused on examination of the sources of stress inherent in the work of university teachers indicated that they are primarily related to the disadvantage of working conditions, high workload and work-life imbalance. Furthermore, the paper discusses negative stress outcomes in university teachers, especially levels of psychophysical well-being, work satisfaction, work performance, and intention of leaving the profession. It also analyses group differences in the perception of sources of stress and the experience of negative stress outcomes. Finally, the paper gives theoretical and methodological directions for further studies in this area in our and other countries, as well as recommendations for possible intervention strategies.