Journal of Health and Safety at Work

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Introduction: Teaching has been reported stressful. Although, the majority of teachers aren’t anxious or unmotivated and they even consider their job valuable and satisfying. Job demands-resources (JD-R) is a comprehensive model in occupational stress domain that simultaneously examines the stressful and motivational aspects of occupations and their related outcomes. Accordingly, the objective of this paper is to investigate job characteristics of teaching (job demands and job resources) and their subsequent outcomes by utilizing proposed model.

Material and Method: This study was a cross-sectional design among 247 high school teachers in Tehran city who were selected by two-stage cluster sampling in spring and summer of 1391. Three aspects of job demands (pupil misbehavior, work-family conflict, and cognitive demand), 2 aspects of job resources (supervisory support and job condition), emotional exhaustion, vigor, teacher’s illness symptoms, and organizational commitment were assessed using job demands-resources model. The data were analyzed by means of SPSS 21 program and path analysis by using AMOS 23 program.

Result: According to the results, model fit indices were in acceptable range and all the coefficient paths were significant (p<0.001). Considering model, Job demands were a better predictor for emotional exhaustion (β=0.3) than job resources (β=0.2). However, they had an equal but opposite impact on vigor (β=±0.27). Moreover, we observed partial mediation relationships between job demands and illness symptoms and job resources and organizational commitment via emotional exhaustion and vigor respectively.

Conclusion: Based on the findings, fostering initiatives with priorities of firstly regulating job demands and secondly improving job resources can be effective strategies to reduce job related burnout and promoting job engagement, health and organizational commitment of teachers

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Introduction: Despite advancements in road safety and vehicle design, road accidents remain prevalent, a quarter of which are caused by driver distraction. This issue is particularly critical in the public transport sector, especially among urban bus drivers, as distraction can lead to serious injuries and fatalities. Accordingly, this study explored the factors influencing distraction among urban bus drivers through a qualitative approach and a macroergonomics perspective.
Material and Methods: In this study conducted in 2024 in Tehran, 18 urban bus drivers were selected through cluster sampling. The participants included 10 drivers from bus rapid transit (BRT) system and 8 drivers from non-BRT services. Data were collected through semi-structured interviews with the drivers as well as on-site observations. Subsequently, a directed qualitative content analysis approach, based on the balance theory model, was used to analyze the collected data.
Results: The findings revealed that the primary sources of distraction belonged to six levels of the work system, the most cited of which were environment, tasks, and organization. Specifically, inappropriate behavior of other street users as an environmental factor and the driver’s interactions with passengers as task-related factors were identified as key sources. Additionally, organizational factors such as interactions with supervisors and colleagues, as well as salary issues, were significantly important. The participants very limitedly expressed using mobile phone while driving as a main distractor to their driving.
Conclusion: The current study identified various influential factors, spanning different levels of the work system, affecting bus drivers’ distraction, including generic factors that impact all urban drivers and specific factors that uniquely affect bus drivers. Addressing these factors through providing appropriate education for both passengers and street users along with implementing management strategies in the organization to enhance intra-organizational relationships and organizational support can lead to the safety of the bus drivers.