Working conditions, adverse events and mental health problems in a sample of 949 German teachers

Abstract

To be a teacher is a hard work and requires coping of considerable amount of adverse events. Based on the GHQ, nearly 30% of teachers suffer from significant mental health problems.

Prevalence of Psychosocial Risk Factors in Selected Industries in Latvia

“…The work time of a regular teacher working full time and in addition with other responsibilities exceeds the amount of a normal work week and reaches at least 51 hours per week. This overtime work is due to extra tasks teachers have, like preparing for classes, checking tests and other work positions (Bauer et al, 2007). The fact that most forestry, construction and agricultural workers work overtime is consistent with findings in other studies, for example, in a study about work-family conflicts it was found that 76.3% respondents working in construction work overtime (Tarek et al, 2009).…”

“…Violence in educational and public administration work is a major risk factor recognised also in other studies. Studies have shown that pupils and their parents are usually the ones who cause violence (Bauer et al, 2007;Fox and Stallworth, 2010;Tiesman et al, 2013). No significant difference was found between industries and their groups in this question and none of the respondents in industry Group 2 responded affirmatively to this question, making it difficult to compare the results with other studies.…”

Intensificação do trabalho e saúde dos professores

“…Na Alemanha, concomitantemente à elevada carga de trabalho, ressaltou-se uma proporção elevada dos sujeitos avaliados com relatos de vivências de indultos, ameaças, atos de vandalismo cometidos pelos alunos. Ademais, os pais foram mencionados como fonte de eventos adversos no ambiente da escola (Bauer et al, 2007).…”

Attitudes of a sample of English, Maltese and German teachers towards media education

“…• The increasing working load (more than 51 hours weekly when full time employed) German teachers face (Bauer et al 2007). As findings by Esslinger (2002) and Hildebrandt (2008) show, almost all teachers who took part in their respective research studies claimed lack of time as one major obstacle to get involved into innovative subjects or school development processes.…”