Assessment of work ability and vitality—a study of teachers of different age groups

Freude, Gabriele; Seibt, Reingard; Pech, Eberhard; Ullsperger, Peter

doi:10.1016/j.ics.2005.02.099

Cited by 21 publications

(23 citation statements)

References 3 publications

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“…Teachers with higher BMI may also have tendencies to more absenteeism. This result is in line with previous studies suggesting that higher BMI is related to lower levels of physical fitness, a larger number of physical problems [23,24] and poorer perceived physical health [12]. The findings of our study indicated relationships between vigorous-intensity PA, moderate-intensity PA, total weekly PA and certain indicators of work ability, i.e., current work ability in comparison to the best in life, work ability related to physical requirements of the work and the sum of WAI.…”

Section: Discussionsupporting

confidence: 93%

The relationship between physical activity and work ability – A cross-sectional study of teachers

Nawrocka¹,

Powerska-Didkowska²

2017

Int J Occup Med Environ Health

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Objectives: To assess relationship between physical activity (PA) and perceived work ability amongst teachers from the Upper Silesia, Poland. Material and Methods: The study involved 171 teachers (129 women, 42 men) of primary and secondary schools of the Upper Silesia, Poland. Physical education teachers were excluded from the study. The level of PA was estimated using the International Physical Activity Questionnaire short version, and perceived work ability was estimated using Work Ability Index (WAI). Results: Male teachers had significantly higher levels of vigorous-intensity PA, moderateintensity PA, and total weekly PA than female teachers. The recommendations of the World Health Organization (WHO) met 46% of studied women and 74% of men. Work ability did not differ between male and female teachers. Work ability was related to age, body mass index (BMI), and PA (vigorous-intensity PA, moderate-intensity PA, total weekly PA). The female teachers with excellent or good WAI had significantly higher levels of vigorous-intensity PA, moderate-intensity PA and total weekly PA than female teachers with moderate or poor WAI. Conclusions: The teachers involving in high or moderate intensity PA could improve their work ability. Further studies should focus on relation between physical activity and work ability among teachers of various age and seniority, from both, urban and rural schools. Int J Occup Med Environ Health 2018;31(1):1-9

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Section: Discussionsupporting

confidence: 93%

The relationship between physical activity and work ability – A cross-sectional study of teachers

Nawrocka¹,

Powerska-Didkowska²

2017

Int J Occup Med Environ Health

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“…A number of studies analyze the dependence of the work capacity level on the age group. Thus, it was revealed that 24% of teachers in the younger age group and 49% of teachers in the older age group have a low level of working ability, which indicates the need for measures to improve the working ability of teachers (Freude, Seibt, Pech, & Ullsperger, 2005). On the other hand, work experience of some teachers (correctional schools, vocational training institutions, pre-school education, etc.)…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Study of the Qualities of School Teachers and Their Teaching Practice

Utemov¹

2019

ARPHA Proceedings

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There is no doubt that the characteristics of the pedagogical community influence the quality of school education: its problems are often associated with the effectiveness of teachers training and their professional growth. On the other hand, the quality of the school environment and the conditions of pedagogical work are important factors for both the positive education of schoolchildren and its real results. In this perspective, the effectiveness of the education system becomes apparent in comparison with similar systems. That is why the data of international empirical studies aimed at studying the quality of education today are extremely important both for the country as a whole and for its different regions. To take measures for the development of the pedagogical community of the Kirov region, we made a comprehensive analysis of the teaching staff of the regional pedagogical community. The concept is based on materials from the third international study Teaching and Learning International Survey (TALIS 2018). The purpose of this article is to compare the qualities of regional school teachers and their pedagogical practice with similar indicators in foreign countries. The author of the article, on the grounds of the comparison of working conditions, professional education and development of teachers, justifies the need for administrative decisions in personnel policy. The leading research methods here are the collection of data, obtained by questioning in maintaining feedback from teachers, analyzing the conditions of pedagogical practices, modeling and statistical processing of research results. As a result of a study conducted in 2018-2019, in which 1025 teachers of secondary schools from the Kirov region took part, the author of the article found: teachers spend, on the average, 44 astronomical hours per week to perform their duties, besides it takes urban teachers 4 hours more to make their work as compared with rural teachers; the teaching load of the younger age group teachers is 1.5 times greater than that of the older age group teachers; foreign teachers spend 6 hours a week less to perform their official duties in comparison with teachers of the Kirov region; teachers spend most of their time on individual planning, preparing for lessons, and on general administrative work, while participating in extracurricular activities and communicating with parents takes the least amount of time in the structure of official duties. The professional knowledge of teachers acquired in the process of their education is estimated below the average level from the level of full preparedness to perform their professional duties; every fifth educator notes a high interest in learning the technologies of individual teaching, teaching children with special needs and class supervision issues. The theoretical significance of the article is due to its contribution to the * Corresponding author. E-mail address: vv_utemov@vyatsu.ru Vyacheslav V. Utemov / Proceedings IFTE-2019 development of scientific ideas about the quality...

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“…Some studies analyze work ability and vitality of teachers of different age groups. It is found out that 24 % of teachers of the younger age group and 49 % of the elderly teachers show a poor/moderate work ability, which indicates an urgent need for measures for improving work ability (Freude et al, 2005). On the other hand, the length of experience of some teachers (special education programs, vocational training institutions, pre-school education, etc.)…”

Section: Literature Reviewmentioning

confidence: 99%

Age Heterogeneity of STEM Educators

Sibgatullina

Utemov

Galushkin

et al. 2019

EURASIA J MATH SCI T

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One of the ways to improve the quality of math and natural science education is to develop the pedagogical community of STEM education. On the one hand, according to the forecasts, an increase in the number of students and teachers is expected by an average of 20 % in both Russia and worldwide. On the other hand, there is definitely some specificity in the pedagogical community as compared with any other labor collective, since the pedagogical community develops alongside with the student one. In this perspective, the age heterogeneity of the teaching staff is of particular relevance. Consequently, the key point in the management of math and natural science education is the analysis of the age structure of STEM educators. The following subjects are taken to conduct a further analysis of STEM education: mathematics, handicraft, physics, biology, and chemistry. Accordingly, the purpose of the article is to analyze and forecast the heterogeneous development of the age structure of STEM teachers. The authors of the article justify the necessity for changes in the personnel policy on the basis of the assessment of the capacity of the teaching staff of STEM education in schools of the European part of Russia. The leading research approach is the method of the normal and natural distribution of age groups in the structure of the STEM education pedagogical community. As a result of a study conducted in 569 schools of the European part of Russia in 2016-2018, the authors of the article have found out the following: the average age of STEM school teachers in the European part of Russia is 6.8 years higher than the average age of teachers in Russia; there is a significant shortage of STEM teachers aged under 35; the average rate of the teaching load of a STEM school teacher in an academic subject is 0.72, but the load is distributed very unevenly, math teachers having the highest teaching load. The theoretical significance of the research lies in its contribution to the development of scientific ideas concerning the age heterogeneity of STEM school teachers. The research results can be used in building development trajectories of STEM education teaching staff by implementing a series of managerial and organizational measures to achieve the normal state of the age structure of teachers.Keywords: STEM education, age heterogeneity of teachers, age structure of the pedagogical community, seniority of teachers, normal distribution of age groups

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Assessment of work ability and vitality—a study of teachers of different age groups

Cited by 21 publications

References 3 publications

The relationship between physical activity and work ability – A cross-sectional study of teachers

The relationship between physical activity and work ability – A cross-sectional study of teachers

A Comparative Study of the Qualities of School Teachers and Their Teaching Practice

Age Heterogeneity of STEM Educators

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