Occupational Role Stress Scale

Development

Talat Sohail
Humala Khaled, Uzma Qureshi, Sarah Shahed

The present research was conducted to develop and validate

an Occupational Role Stress Scale. In first part of the research the
English version of Indian Occupational Role Stress Scale consisting
of 50 items, was translated into Urdu, then an additional 40 new
culturally relevant items were generated with the help of experts
in the area of occupational role stress along with in-depth study of
Occupational Role Stress literature. The additional new 40 items
were merged with the first 50 items. The forward and backward
translation of scale was carried out. A Committee approach was
also adopted. A committee of senior professors evaluated the scale
for its semantic dimensions. Thus they developed Occupational
Role Stress Scale (ORSS) consisted of 90 items with five response
categories. There are 10 subscales, with 9 items on each subscale
of the ORSS. The psychometric properties of the scale were
determined on the sample of 116 government secondary male and
female school teachers (66 males and 50 females). The
Occupational Role Stress Scale has been found internally
consistent as indicated by the item analysis and additional evidence
of internal consistency has been provided by highly significant
values of Alpha Co-efficient. On the basis of pilot study two items
were excluded due to low item-total scale correlation and low
item subscale correlation while rest of 88 items were retained. In
the second part of the research the Occupational Role Stress Scale
226 Pakistan Vision Vol. 15 No.1

was used to measure Occupational Role Stress level of

government secondary school teachers on another sample of 60
(30 males and 30 females). The female government secondary
school teachers compared to male government secondary school
teachers experienced more Occupational Role Stress. The
married government secondary school teachers experienced more
Occupational Role Stress as compared to the unmarried. The
government secondary school teachers belonging to different age
groups differ significantly in their exposure to Occupational Role
Stress. The government secondary school teachers belonging to
different income groups differ significantly in their exposure to
Occupational Role Stress.

Stress is an essential part of life. Stress is experienced by all

and the sources of stress may include the person, family,
community and workplace. At times, the stress experienced is
brief while at times it continues for a long time. Sometimes the
experienced stress can be mild but in difficult situations it can be
intense.

According to Selye (1956) stress is the non-specific response

of the body to any demand made upon it and it results in "General
Adaptation Syndrome".

For Cofer and Appley (1964), Stress is the "State of the

organism where the individual perceives that his well-being and
integrity is endangered and that he must divert all his energies to
its protection”.

Occupational Stress is the study of all those aspects of work

that either have or threaten to have bad effects on the organism
such as physical properties of working environment, pollution,
extreme heat or cold, humidity, pressure, noise, bad man-
machine design, time pressures, deadlines, non-standard working
hours, organizational or administrative irrationality, poor
management relations, demotion, transfer, non-availability of
Occupational Role Stress Scale Development 227

extrinsic rewards (increase pay scale), conflict with boss or

subordinates, ambiguity about job security and many more.

The transactional model of stress is one in which stress is

regarded as an individual's perceptual phenomenon rooted in
psychological processes (Cox, & Mackay, 1978; Lazarus,
1976).Role Stressors can also be significant sources of problems in
the workplace. Role conflict and role ambiguity have been studied
extensively (Fisher & Gitelson, 1983), as have responsibility,
efficiency, boundary problems, and overload (Kahn, 1974, 1981).

The findings of French and Kaplan (1970) showed that men

who suffered from role ambiguity experienced lower job
satisfaction and high job related tensions, which posed a threat to
their mental and physical well being.

In Pakistan, Kaur, Shah and Haq (1993) conducted a study on

Organizational Role Stress and job satisfaction in the public and
private sector industry to investigate the nature of Role Stressors,
some of the major stressors revealed are Role Erosion, Personal
Inadequacy, Resource Inadequacy, Inter Role Distance, Role
Isolation and Role Overload.

Baurn, Grunberg and Singer (1982) have discussed different

approaches for measuring Occupational stress which include (1)
Physiological Arousal Approach (2) Life Events Approach and (3)
Daily Hassles Approach.

The Organizational Role Stress Scale (ORSS) was developed

by Pareek (1982). The term Organizational Role Stress Scale was
replaced by Occupational Role Stress Scale as it includes both the
Organizational goals (e.g., Organizational climate, budget,
politics etc) as well as individual’s goals (such as role, status,
prestige, authority and income).

The scale provides an index of individual's perceived

228 Pakistan Vision Vol. 15 No.1

Occupational Role Stress on the following ten dimensions:

1. Inter Role Distance (1RD)
2. Role Stagnation (RS)
3. Role Expectation Conflict (REC)
4. Role Erosion (RE)
5. Role Overload (RO)
6. Role Isolation (RI)
7. Personal Inadequacy (PI)
8. Self Role Distance (SRD)
9. Role Ambiguity (RA)
10. Resource Inadequacy (RI).

The ten dimensions of ORS Scale provide a useful insight into

the major and minor stressors experienced by individuals of
different occupations working in different organizations. Surti
(1982) is the one to use the term Occupational Role Stress Scale
in place of Organizational Role Stress Scale because according to
him the ORSS includes both the Organizational goals (e.g.,
organizational climate, budget, politics etc) as well as individual’s
goals (such as status, prestige, authority and income).

The present study was mainly intended as a peep into the

occupational stress world of the secondary school teachers and it
also intended to indicate the different occupational stress levels of
Pakistani secondary school teachers are exposed to in their job.

The following hypotheses are to be verified by the developed

Occupational Role Stress Scale

1. The Occupational Role Stress experienced by the

male secondary school teachers will be more than the
Occupational Role Stress experienced by the female
Occupational Role Stress Scale Development 229

secondary school teachers.

2. The Occupational Role Stress experienced by
married secondary school teachers will be more than
the Occupational Role Stress experienced by single
secondary school teachers.
3. The Occupational Role Stress experienced by the
secondary school teachers will increase with the
increase in their age.
4. The Occupational Role Stress experienced by the
secondary school teachers will increase with the
increase in their income.

Methodology
The present study was undertaken with the following purposes.

First purpose of the study was to develop and validate an

indigenous Occupational Role Stress Scale in Urdu on the pattern
and style of Indian Occupational Role Stress Scale developed by
Pareek (1982).Second purpose of the study was to find out
Occupational Role Stress levels of male and female secondary
school teachers with ORSS. Third purpose aimed to examine the
differences in the Occupational Role Stress level of secondary
school teachers of different age group, educational qualification,
job experience and their pay with the help of ORSS.

Study I

Sample
The total sample in the Study I consisted of 116 subjects. There
were 66 males and 50 females. They were between 22 - 58 years
of age. Their educational level ranged from Intermediate to
Masters. Their monthly income ranged from Rs. 3,000/- to Rs.
25,000/-. The sample included both unmarried and married. The
range of duration of service was 1 - 20 years.
230 Pakistan Vision Vol. 15 No.1

Instruments
1. Occupational Role Stress Scale (ORSS)
The Indian version of Occupational Role Stress Scale (Pareek,
1982) was translated into Urdu by three university professors who
are considered authority on Urdu language. The three university
professors, who are on the teaching faculty of the Oriental
College Punjab University, were consulted at the various stages of
the translation of the questionnaire items. The three university
professors agreed upon the final translated version of the
questionnaire. The ORSS Urdu version consisted of 50 self
descriptive statements. The ORSS consisted of ten subscales with
five items on each subscale.

Some additional items relevant to Occupational Role Stress

construct were selected from the literature on Occupational Role
Stress. The forty new selected self-explanatory statements were
translated into Urdu. The translated items of ORSS obtained at
first step were pooled and merged with 30 additional items to
form an eighty item scale. Ten items of the scale were repeated
from each of ORSS to check the response consistency of the
subjects on the scale. The critical translated version of the scale
consisted of 90 items and ten subscales.

Each item of the scale was to be rated on a Likert type 5-point

rating scale ranging from 0 - 4 indicating the extend of stress
experienced by the individual.

0 1 2 3 4

Never Occasionally Sometimes Frequently Always

The 0 on the scale indicated "never", 1 "occasionally", 2

"sometimes", 3 "frequently", and 4 "always".
Occupational Role Stress Scale Development 231

2. Demographic Questionnaire
A demographic questionnaire was constructed to collect some
basic information about the age, gender, profession, marital
status, duration of service and income of the Secondary school
teacher.

Procedure
The subjects were individually approached at their work
place. The subject's consent was taken for the participation in the
study I. The subjects were informed about the purpose of the
study namely the measures the Occupational Role Stress (ORSS)
experienced by them. The subjects were given instructions prior
to the administration of the demographic questionnaire and the
ORSS. All the measures were administered to each subject one
after another as mentioned in the above order i.e., first the
demographic questionnaire and then the ORSS.

Study II

Sample
The total sample of the study II included 60 secondary school
teachers. The sample consisted of 30 male and 30 female
secondary school teachers. They were between 25 to 45 years of
age. Their educational level ranged from Graduation to Masters.
Their monthly income ranged from Rs. 10,000/- to 30,000. The
sample included 30 unmarried (15 males and 15 females) and 30
married (15 males and 15 females) secondary school teachers. The
range of duration of service was 1 - 10 years.

Instruments
The study II employed two instruments which are as
following.

1. Occupational Role Stress Scale (ORSS)

2. Demographic Questionnaire
232 Pakistan Vision Vol. 15 No.1

1. Occupational Role Stress Scale (ORSS)

The development, translation, internal consistency
(reliability) and validation of Occupational Role Stress Scale
(ORSS) was established on the basis of the data analyses of the
study II. Two items (item No. 17 & item No. 58) were excluded
from ORSS due to low item total scale correlation and item - sub
scale correlation. The 88 items of ORSS qualifying on both (item -
total scale and item - sub scale) were retained. This is supported
by highly significant inter-correlations between the scales which
mean that the sub scales are correlated with each other and they
also pertain to the same general construct (domain). The subjects
were requested to complete ORSS and to honestly respond to
Occupational Role Stress they experienced during the display of
their daily duties and responsibilities at work place.

2. Demographic Questionnaire
A demographic questionnaire which covered questions like age,
sex, profession, marital status, duration of service and income was
also used in the study.

Procedure
The ORSS which now consisted of 88 items was
administered. The subjects were individually approached at their
work place. The subject's consent was taken for the participation
in the study. The subjects were informed about the purpose of the
study to know about the Occupational Role Stress experienced by
them. The subjects were given instructions prior to the filling in
of ORSS. First of all, the demographic questionnaire was
administered to the subjects, followed by the ORSS. This is the
customary procedure of the data collection.

Results
Following analyses were performed for the data of the study
1.
Occupational Role Stress Scale Development 233

Analyses of Study I
The item-subscale correlations were computed to test the
relevance of each item to the subscale. The results are given in
table 1.

Table 1
Item Sub scale Correlation of the Occupational Role Stress Scale (ORSS)
Item subscale Correlation with total ORSS score

Subscale No. 1 Inter Role Distance Correlation Coefficients

1 .69
11 .63
21 .74
31 .71
41 .66
51 .77
61 .59
71 .48
81 .73

Subscale No.2 Role Stagnation

2 .74
12 .62
22 .71
32 .37
42 .72
52 .52
62 .44
72 .34
82 .69

Subscale No.3 Role Expected Inadequacy

3 .48
13 .57
23 .63
33 .60
43 .54
53 .51
63 .41
73 .72
83 .61
234 Pakistan Vision Vol. 15 No.1

Subscale No.4 Resource Inadequacy

4 .42
14 .58
24 .55
34 .52
44 .67
54 .64
64 .46
74 .54
84 .75

Subscale No. 5 Role Overload

5 .81
15 .73
25 .79
35 .37
45 .83
55 .73
65 .40
75 .61
85 .82

Subscale No. 6 Role Inadequacy

6 .62
16 .56
26 .30
36 .45
46 .63
56 .62
66 .42
76 .55
86 .54

Subscale No. 7 Personal Inadequacy

7 .73
17 .43
27 .64
37 .55
47 .66
57 .66
67 .47
77 .45
Occupational Role Stress Scale Development 235

87 .37

Subscale No.8 Self Role Distance

8 .56
18 .39
28 .59
38 .50
48 .73
58 .17
68 .71
78 .74
88 .68

Subscale No.9 Role Ambiguity

9 .69
19 .69
29 .77
39 .45
49 .67
59 .26
69 .66
79 .40
89 .76

Subscale No.10 Role Erosion

10 .41
20 .33
30 .34
40 .51
50 .77
60 .67
70 .54
80 .59
90 .71
P<**.01

All the item subscale correlations are significantly high at .01

levels except for item 58.

The inter-correlation matrix with total was computed to test

236 Pakistan Vision Vol. 15 No.1

the relevance of each subscale to the total scale. The results are in
table 2

Table 2
Inter Correlations of Subscale with Total of Occupational Role Stress Scale

Correlations
Sub IRD RS REC RIN RO RI PI SRD RA RE Total
Scale
IRD 1.0 .66 .63 .69 .80 .51 .37 .59 .57 .49 .79
RS 1.0 .68 .75 .68 .68 .38 .71 .74 .71 .85
REC 1.0 .74 .61 .71 .52 .73 .66 .71 .85
RIN 1.0 .72 .66 .51 .66 .67 .72 .87
RO 1.0 .65 .46 .67 .70 .59 .86
RI 1.0 .54 .76 .73 .68 .83
PI 1.0 .38 .52 .45 .61
SRD 1.0 .79 .62 .84
RA 1.0 .65 .85
RE 1.0 80
Total 1.0

All the correlations of subscales with the total of Occupational

Role Stress Scale are significantly high at .01 levels and their range
is .61 to .87. The high positive correlations show that subscales
are correlated with each other and they also pertain to the same
general construct. The diagonal represents the perfect positive
correlation 1.0 of each subscale with its own respective subscale.

The Cronbach Alpha of the Occupational Role Stress scale and

subscales was computed to test the reliability.

Table 3
Cronbach Alpha of the Occupational Role Stress Scale and subscales

Scale Alpha Coefficient

ORSS .96
IRD .84
RS .74
REC .72
RIN .75
Occupational Role Stress Scale Development 237

RO .86
RI .66
PI .70
SRD .73
RA .78
RE .74
p<**.01

The Cronbach Alpha Coefficient value obtained for

Occupational Role Stress Scale was .96 and the range of Cronbach
Alpha Coefficients for subscales were .66 to .86. The significantly
high values of Cronbach Alpha show reliability of Occupational
Role Stress Scale and its subscales at .01 significance level.

The significant finding of the study is that Occupational Role

Stressors experienced by secondary school teachers with acuteness
is really present. There is an urgent need for annual assessment of
Occupational Role Stress of secondary school teachers to help
them to develop an awareness and insight to cope with it.

The study II explored the differences in Occupational Role

Stress levels of secondary school teachers. T-test and one way
ANOVA were performed to find out the differences in the
Occupational Role Stress levels of secondary school teachers as a
result of their gender, marital status, age, income and job
experience.

Table 4
T-test between Male and Female secondary school teachers on Occupational
Role Stress Scale
(ORSS)

Standard
Groups Mean df t-value P
Deviation
Male (n= 30) 43.5 9.7
58 1.5 0.001
Female (n= 30) 48.7 6.7
P<**.01
238 Pakistan Vision Vol. 15 No.1

The table shows a significant difference between Males and

Female secondary school teachers on Occupational Role Stress
Scale t(58)=1.5, p<.001. The mean stress score of female
secondary school teachers is higher as compared to male
secondary school teachers. This means that female secondary
school teachers experienced more Occupational Role Stress as
compared to male secondary school teachers. This disconfirms our
hypothesis that the male secondary school teachers as compared to
female secondary school teachers experience more Occupational
Role Stress.

T-test was also computed between married and unmarried

secondary school teachers on their scores on ORSS. The results
are given in Table 5.

Table 5
T-test between married and unmarried secondary school teachers on
Occupational Role Stress Scale.

Groups Mean Standard Deviation df t-value P

Married (n= 30) 60.1 16.2
58 1.1 0.001
Unmarried(n=30) 50.6 9.1
p<**.001

The results in the table show a significant difference between

the Occupational Role Stress scores of married and unmarried
secondary school teachers t(58) =1.1 p<.001. The mean scores of
married secondary school teachers are higher than the mean score
of unmarried secondary school teachers. This means that
Occupational Role Stress Sscore of married secondary school
teachers is higher than unmarried secondary school teachers. This
confirms our hypothesis that married as compared to single
secondary school teachers experience more Occupational Role
Stress.
Occupational Role Stress Scale Development 239

T-test was also performed between Occupational Role Stress

Scores and job experience of secondary school teachers but no
significant difference was found.

Discussion
The discussion is about study I and study II. The study I was
carried out for the development of Occupational Role Stress Scale
(ORSS). The process of developing a self-rating ORSS for
assessing government secondary school teachers included 90
items. As the items of the scale, were empirically generated, it
satisfied the validity criterion of the scale, set by Nunnally (1978)
which requires the representative sampling of the items from the
specified content domain. The ORSS development followed the
empirical procedure of item generation thus it fulfilled the
content validity criteria of psychological measurement which is
based upon appropriate sampling of the universe items (Kline,
1986).

The items of Occupational Role Stress Scale are

homogeneous. The homogeneity of the scale items was tested
with the help of item analysis. The correlation for each item with
the total score was computed. All the items of scale which
qualified on both item-total correlation and item-subscale
correlation were retained. This is supported by the results of
highly significant inter-correlations between the scales which
mean that the subs scales are correlated with each other and they
also pertain to the same general construct or domain. The range
of correlations of the items is .10 to .74. As most of the items
possessed high positive correlation except for item 17 and item 58
which had low correlation of .10 and .14 respectively, it was
decided to exclude these items in order to enhance the
homogeneity of the scale. The item 17 and 58 had insignificant
item-total correlation and item-sub scale correlation which shows
that these items are neither related with the subscales nor with the
occupational role stress scale. This implied that these two items
did not pertain to the concerned construct. The inter-correlations
240 Pakistan Vision Vol. 15 No.1

matrix of subscales and the inter-correlations of subscales with

Occupational Role Stress Scale are significantly high. A
correlation coefficient expresses the degree of correspondence or
relationship between two sets of scores. A perfect positive
correlation with a value of + 1.00 exists in the form of diagonal
between inter-correlations Matrix of Subscales and with
Occupational Role Stress Scale. The correlation coefficients have
many uses in the analysis of psychological data and one important
application is the measurement of test reliability. Since all types of
reliability are concerned with degree of consistency of scores, high
correlation means high reliability of the Psychological test being
used (Anastasi, 1976). The reliability of ORSS Scale, was
estimated by Cronbach Alpha Coefficient, which is an indicator of
the internal consistency of Scale (Cronbach, 1970). The obtained
value of the Cronbach Alpha Coefficient was .96 for the scale
consisting of 90 items and the range of Cronbach Alpha
Coefficients for the subscales was .66 to .86. The high values of
Alpha Coefficient support our appropriate sampling of the
contents and right phrasing of the items of the scale (Kline 1986,
Kaplan & Souccuzzo, 1982).To determine the Test-Retest
Reliability of Occupational Role Stress Scale, an item from each
subscale was repeated at the end of the scale. The correlation
coefficient computed between the repeated items ranged from .54
to .72 which is highly significant at .01 significance level. This ten
item repetition instead of administering the entire scale was done
because an early repetition of the scale might have been influenced
by the memory of the individual. The significantly high Cronbach
Alpha Coefficients for the Occupational Role Stress Scale and its
subscales along with significantly high Test-Retest Reliability
clearly pinpoints, to the fact, that the Occupational Role Stress
Scale is an authentic measure of Occupational Role Stress.

The Occupational Role Stress Scale consisting of ninety items

can be used to measure Occupational Role Stress among
individuals. The response categories were assigned score of 0, 1,
2, 3, and 4 respectively while the (0) mean the absence of
Occupational Role Stress Scale Development 241

symptom where as the successive score of the response categories

indicated that the subject is experiencing the symptom with
greater frequency and intensity. The total score on the scale
ranges from 0-260. The higher score on the scale indicate the
greater level of Occupational Role Stress. The range of scores
computed for Occupational Role Stress Scale was 271 - 11 = 260
and the range for subscales is 26 to 36.The study II explored the
differences in the Occupational Role Stress level of male and
female government secondary school teachers. T-test was computed
between male and female government secondary school teachers
on their occupational role stress scores. The mean occupational
role stress scores of female is higher than male government
secondary school teachers which means that females experience
more occupational role stress at job place than the males. This
rejects our hypothesis that male experience more occupational
role stress at work than females. Pakistan is a typical male
dominated society where females are overprotected and guarded
by their family and it is urban females who get permission for
education and to work. The economic necessity has also pushed
females to become employed and has exposed them to different
Occupational Role Stressors (Sohail, 1996).

Conclusions
The present research aimed at construction and development
of an Occupational Role Stress Scale in Urdu for the Pakistani
population. While developing the scale difficulties were
encountered due to non availability of such scale. An effort was
made to construct an Occupational Role Stress Scale with sound
psychometric characteristics. The Occupational Role Stress Scale
should be used in the Pakistani Organizations to study the nature
and the intensity of the job stressors which are operating in our
organizations. This information can be of tremendous
organizational relevance as it can provide realistic guidelines to
develop suitable stress management strategies on one hand and on
the other, this information can also help the organizations to work
hard to ensure the physical and mental well being of their
242 Pakistan Vision Vol. 15 No.1

employees against job stress.

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