During periodic occupational medical checkup, in a sample including all employees from two high schools, a secondary school and a kindergarten, we administered through voluntary completion, questionnaires which assessed the employees’ occupational stress in terms of individual characteristics, anxiety, sense of self-efficacy, work ability, emotional exhaustion and health status (using ShortForm 36 questionnaire). A number of 233 questionnaires were returned. Only the occupational stressor represented by communication with superiors correlates significantly negatively with work ability in all four units. Work ability and communication with superiors also have average scores which differ significantly and are concordant in all four units. In the secondary school, work ability has the highest average value and the lowest average value of “communication with superiors” stressor. The same values are decreasing for WAI in order, from high school 2 to high school 1 and kindergarten while the stressor represented by communication with superiors has increasing values in order from high school no 2 to high school no. 1, and kindergarten. These results show that programmes to reduce occupational stress in school units should primarily address the school unit leadership in order to improve their communication with employees.
Wellbeing and self-effectiveness depend on various factors and some of those are represented by the stressors of the workplace. The research questions is that the way in which the evolution of the stressors is perceived in time is an important tracking size or Frequency and severity of stressors are suficient to describe them. If it is importance of pursuing all three dimensions of both occupational and out-of-work stressors in order to evaluate the correlations between Subjective wellbeing and perceived self-effectiveness represent the purpose of this study. For the assessment of occupational stress and stress outside the workplace, a 36-item 3-dimension questionnaire (referring to frequency, level and evolution in time) was structured and administered to employees in a secondary school. At the same time, the 57 employees were surveyed for self-effectiveness and subjective wellbeing (TSWQ). TSWQ correlates positively with Self-Effectiveness (p = 0.00), with evolution of the inexible work program (p = 0.011). TSWQ correlates negatively with all the dimensions of stress represented by the problems affecting family: frequency (p = 0.034), level (p = 0.042) evolution (p = 0.042). These results underline the importance of pursuing all three dimensions of both occupational and out-of-work stressors. Both Subjective wellbeing and perceived selfeffectiveness are primarily correlated with stressors outside the workplace. In secondary school employees, family problems have a negative influence primarily on Subjective wellbeing, whereas connecting relationships at home and personal life problems have a negative influence on self-effectiveness.
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260 questionnaires that studied the workers' sense of self-efficacy in terms of factors of occupational stress and individual socio-economic factors, were administered during periodic medical checkup in two kindergardens, three secondary schools and a highschool. The employees' age, characteristics of commuting (distance and duration) and the sense of self effectiveness do not differ significantly among schools. The employees' length of employment in education is significantly lower (p = 0.002), in the urban environment, in kindergartens as compared to secondary schools. Self-effectiveness is significantly lower as the stressor is higher, depending on the occupational stress factors as follows: in kindergarten with the level of payment (p = 0.0006); at college with the stress of communicating with colleagues (p = 0.0026); and with the perceived responsibility of work at college (p = 0.0443) and at a secondary school (p =0.0179). Only at a rural school is self-effectiveness higher for administrative officials and teachers compared to auxiliary staff (p = 0.0208). In no school, does the sense of self-effectiveness differ significantly depending on commuting, the socio-economic status, nor with the total number of people or children with whom he/she lives or the relations of communication at home and the membership in a certain religious community or being a religious practitioner, age, length of employment in education, marital status, gender, studies, function, residence or other occupational stressors. These results show that perceived self-effectiveness of educational employees presents significant differences depending on occupational stressors and different contextual factors depending on the school.
240 questionnaires were administered during periodic medical checkup in a kindergarten, and four secondary schools. The questionnaires assessed the workers' occupational stress factors and individual variables, health status (using ShortForm 36 questionnaire), irrational cognitions (General attitudes and beliefs Scale short version), positive as well as negative functional and difunctional emotions (Profile of Mood Disorders Short version-Romanian adaptation). In all the surveyed schools, age correlates significantly negatively only with positive emotions (p=0.001 for the whole group). In each school unit, the following variables are positively correlated as follows: social role functioning with physical role functioning (p = 0.00 for the whole lot), emotional role functioning (p = 0.00; whole lot) and general health perceptions (p = 0.00 for the whole group), whereas perceived vitality correlates with emotional role functioning (p = 0.00 for the whole group).The concordant results in all four school units show that perception of Quality of Life in terms of health refers primarily to emotional, social and physical components that are intercorrelated. Irrational cognitions as well as emotions (positive and negative) do not associate significantly with perceptions of health or occupational stressors. Functional negative emotions are more common in women than males (p = 0.016). Among the surveyed variables there are many correlations that are different according to the school unit, which underlines the importance of the organizational context and differentiated association of individual factors, and which entitles us to entertain the importance of organizational and individual approach for programs of stress reduction in the workplace. 1327 surveyed school units. We also hypothesize that individual variables (age, residence, education) are likely not to correlate with perception of health, stressors or functional and dysfunctional emotions.
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