Exposure to mental load and psychosocial risks in kindergarten teachers

Abstract

Introduction Published research studies in Central Europe have been mostly oriented toward occupational stress among schoolteachers. The aim of this study is to investigate the level of occupational stress in kindergarten teachers and to specify psychosocial risks associated with their work. Methods The study was conducted by using a Meister questionnaire and a Psychosocial risk questionnaire. The data collection was obtained from kindergarten teachers in 2017. The survey link with request was sent to participants via email. A total 287 questionnaires from 67 kindergarten schools were collected. Results 192 (66.9%) teachers perceived their work as mentally burdensome. Teachers who perceived their work as mentally non-burdening were more likely to report autonomy in their work (p=0.001), fair performance evaluation (p=0.010), sufficient family time (p=0.005), a health-protected workplace (p=0.000) and absence of violence and bullying (p=0.042). Teachers with a university degree perceiving work as mentally burdensome reported that their work was not adequately assessed (p=0.034). Teachers over 45 years of age with school practice of over 20 years reported injustice in evaluating work performance against younger colleagues (p=0.000). Conclusion Kindergarten teachers reported overloading, time pressure, and high responsibility, but considered their work interesting. However, changing the way teachers work in schools can reduce teacher resignation and improve teachers’ well-being.

School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools

“…Another study showed that there is no significant correlation between psychosocial support and job satisfaction of student counsellors (Okopi and Ofole, 2014). Other studies have showed a significance effect between psychosocial factor and job performance (Benebo-Solomon, 2015;Čecho et al, 2019;Gàlvez et al, 2018). Another study revealed that psychosocial support enhances interpersonal aspect of monitoring teachers' competences (Vanderbilt, 2010).…”

Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables

“…Given this prevalence in recent years, the study of burnout in the education sector has become increasingly important (Kim and Burić, 2019 ; McLean, D., et al, 2019 ; Schonfeld et al, 2019 ). Most research has pointed out the importance of burnout on teachers (Kaur and Singh, 2014 ; Yerdelen et al, 2016 ; Salmela-Aro et al, 2019 ; Schonfeld et al, 2019 ; Mäkikangas et al, 2020 ; Pyhältö et al, 2021 ), considering it as a risk for teachers (Cecho et al, 2019 ) that can affect negatively their well-being (physically and psychologically) (Mousavy, 2014 ), effective teaching (Yerdelen et al, 2016 ), the interaction with students (Travers, 2001 ), their motivation for the job (McLean, L., et al, 2019 ), absenteeism (Makhdoom et al, 2019 ), depression (Martínez-Monteagudo et al, 2019 ), insomnia (Gu et al, 2020 ), or a decrease in the capacity to give support to the students (Jennings and Greenberg, 2009 ).…”

Psychosocial work environment risk factors among university employees – A cross-sectional study in Hungary

“…As a result of all these workplace characteristics, the chance of depression emerging among employees has increased ( 7 ). National and international research results underline that workplace stress causes mental and somatic problems ( 9 , 10 , 11 ). With the number of such problems increasing, prevention has become very important.…”