Teacher Absenteeism and Ill Health Retirement: a review

Bowers, Tony

doi:10.1080/03057640125297

Cited by 13 publications

(14 citation statements)

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“…It is well established that teaching is a highly stressful profession (Cooper 2000) that correlates with high attrition rates across different ranks (Manassero et al 2006), particularly high attrition amongst the recently qualified (DES 2005) and early retirement due to ill health (Bowers 2001).…”

Section: Teachers' Personal Developmentmentioning

confidence: 99%

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Scanlon

Barnes‐Holmes

2013

Emotional and Behavioural Difficulties

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Pupils with emotional and behavioural difficulties (EBD) are often considered the most challenging group to manage within mainstream education. The challenges perceived by teachers may be due, in part, to negative attitudes towards this cohort of pupils, which may exacerbate feelings of inadequacy and impact negatively upon direct interactions with pupils. The current study comprised a combination of implicit (i.e. the Implicit Relational Assessment Procedure, IRAP) and explicit (The Opinions Relative to Mainstreaming Scale, ORMS) technologies to assess the attitudes of teachers (N = 25) and teachers in training (N = 20) towards pupils with EBD. When these attitudes proved to be negative (relative to typically developing pupils), the utility of a combined behaviour intervention (BI) and stress-management intervention (SMI), in conjunction with a series of pre and post measures, was examined. The IRAP results for teachers indicated that the SMI enhanced their implicit positivity towards pupils with EBD (EBD PUPIL) to a considerable extent (0.025-0.175), and this was greater than the impact recorded with the BI. The teachers in training showed implicit negativity towards EBD PUPIL (0.13) and this decreased, albeit marginally, at post-BI (0.05) and post-SMI (0.06). Significant differences were recorded in teachers' general attitudes towards inclusion (p < 0.001) and efficacy (p < 0.008). Significant effects were recorded for teachers in training in relation to their attitudes towards having a child with EBD and having a previously excluded child with EBD in their classrooms (all ps < 0.001). For this latter group, reductions were also recorded in their levels of depression, anxiety and stress (p < 0.001) and there was an increase in their psychological flexibility (p < 0.001). The current results indicate that a range of positive implicit and explicit outcomes was associated with the current BI and SMI package in terms of fostering more effective inclusion of pupils with EBD in mainstream education.

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Section: Teachers' Personal Developmentmentioning

confidence: 99%

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Scanlon

Barnes‐Holmes

2013

Emotional and Behavioural Difficulties

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“…Entretanto, pouca atenção tem sido dada ao absenteísmo como consequência desses distúrbios 1,9 . Apesar de sua indubitável relevância para o sistema escolar, o fenômeno tem sido visto mais como uma questão disciplinar do que um problema de saúde pública 10 . Entretanto, o absenteísmo é mundial, sendo reconhecido seu caráter multidimensional.…”

Section: Introductionunclassified

Absenteísmo por distúrbios da voz em professores: revisão da literatura, 2005-2015

2017

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ResumoObjetivo: Revisar a literatura especializada sobre frequência de faltas ao trabalho por distúrbios de voz em professores e fatores associados a essas. Métodos: Revisão bibliográfica de artigos científicos em português, espanhol e inglês (2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015). Resultados: Foram encontrados 15 artigos de estudos transversais e quantitativos realizados na América Latina, Europa, Ásia e América do Norte que utilizaram como principal instrumento de coleta de dados o questionário autopreenchível. Além das faltas ao trabalho, os autores examinaram a prevalência de distúrbios de voz entre professores e sua relação com aspectos sociais, econômicos e de saúde. A frequência de faltas ao trabalho por distúrbios de voz variou entre 3,5 % e 63%. Os fatores associados a essas faltas foram: sexo feminino, queixa vocal durante a formação profissional, ter presenciado episódios de violência em sala de aula, depressão ou ansiedade, problemas respiratórios, impacto e gravidade dos distúrbios da voz na qualidade de vida do professor. Conclusão: Há considerável aumento de publicações científicas sobre o tema, mas ainda existem lacunas sobre a * Universidade Federal de Minas Gerais, Belo Horizonte, MG, Brasil. Contribuição dos autores:LDLM: participou da concepção e delineamento do estudo, da análise e interpretação dos dados, redação do artigo de forma intelectualmente importante e aprovação final da versão a ser publicada; AAA: participou da concepção e delineamento do estudo, redação do artigo de forma intelectualmente importante e aprovação final da versão a ser publicada; AMM: participou da concepção e delineamento do estudo, análise e interpretação dos dados, redação do artigo de forma intelectualmente importante e aprovação final da versão a ser publicada. prevalência e fatores associados. A grande variação na frequência de faltas ao trabalho por distúrbios de voz encontrada nos estudos pode estar relacionada à metodologia utilizada (período de referência) para investigá-la. Buscar por consenso quanto ao protocolo de investigação viabilizará a comparação dos resultados. Fatores sociodemográficos, de saúde e relacionados ao ambiente de trabalho associados à falta ao trabalho por causa da voz mostram a complexidade do evento estudado e permitem identificar elementos para a elaboração de ações preventivas voltadas para a saúde dos professores. E-mail para correspondência:Palavras-chave: Absenteísmo; Distúrbios da voz; Docentes. AbstractObjective: To identify results in the literature concerning absences practiced by teachers which were assigned to voice disorders and associated factors. Methods: Literature review of scientific articles in Portuguese, English and Spanish (2005-2015). Results: 15 cross-sectional and quantitative articles were found which were carried out in Latin America, Europe, Asia and North America who used as main data collection instrument the self-filling questionnaire. In addition to absences from work the authors examined the prevalence of voice disorders a...

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“…For example, the incidence of early labour market exit due to illhealth is considered to be high in general (van Rijn et al, 2014) as well as among teachers, both in Europe and in North America (Bowers, 2001). This specifically applies to Germany (Weber, 2004, Bauer et al, 2007, Goetz et al, 2013, where, for example in the German Federal State of Hamburg, 23.4 per cent of those leaving the teaching profession prior to pension age in 2008 did so because of ill-health reasons (Bonorden, 2009).…”

Section: Introductionmentioning

confidence: 99%

Workplace accommodation for older teachers in Japan and Germany: The role of the institutional context in supporting late career options for teachers with ill health

Schröder¹,

Higo²,

Flynn³

2016

mrev

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Teacher Absenteeism and Ill Health Retirement: a review

Cited by 13 publications

References 0 publications

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Absenteísmo por distúrbios da voz em professores: revisão da literatura, 2005-2015

Workplace accommodation for older teachers in Japan and Germany: The role of the institutional context in supporting late career options for teachers with ill health

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