Mojtaba Khosravi Danesh, Adel Mazloumi, Shaghayegh Zahraei, Abbas Rahimi Foroushani,
Volume 7, Issue 3 (9-2017)
Abstract
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
Masoumeh Sadri Khanlou, Mohammadreza Monazzam, Kamal Azam, Alireza Mortezapour, Seyed Abolfazl Zakerian,
Volume 9, Issue 3 (9-2019)
Abstract
Introduction: Nearly a third of people work in jobs that use voice to be part of their work. Teachers as the largest group of professional vocal users, are at risk of vocal disorders. The aim of this study was to investigate the effect of different risk factors on vocal disorders in teachers.
Material and Methods: This is a cross-sectional and descriptive-analytic study that was conducted on 73 primary and secondary male and female school teachers in Saveh in 2017 by random sampling. The researcher-made questionnaire on risk factors affecting verbal disorders with the aim of identifying risk factors and a Voice Handicap Index (VHI) questionnaire (30 items) aimed at evaluating verbal disorders and symptom questionnaire were used in this study. All of them have been shown to be valid and reliable in previous studies. Data were analyzed using t-test and chi square statistical tests by SPSS ver.24.
Results: The reliability of the researcher-made questionnaire on the risk factors affecting vocal disorders was confirmed by Cronbach’s alpha (0.736) and its validity was confirmed by the experts regarding the adequacy of the number of questions, the lack of ambiguity and the assessment of content fitness. According to our gathered data, vocal disorders were observed in 55% of the teachers. Also the results showed the rate of vocal disorders in female teachers is far higher than male teachers. Functional disturbance of vocal cords and allergy as general risk factors, teaching tools and poor air quality as environmental risk factors and inadequate vocal rest and job stress as occupational risk factors contributed to increasing vocal disorders in teachers. Among the symptom associated with verbal disorders in teachers, vocal fatigue and hoarseness were more common in comparison with other symptoms.
Conclusion: Due to the prevalence of vocal disorders in half of the teachers and the impact of general, environmental and occupational risk factors, it is necessary to identify and control the risk factors of vocal disorders in teachers. It can also be concluded that teachers can enjoy a healthy voice by considering the principles of ergonomics and occupational health.
Farideh Golbabaei, Mohammad Javad Sheikhmozafari, Jamal Biganeh, Soqrat Omari Shekaftik,
Volume 13, Issue 3 (9-2023)
Abstract
Introduction: Studies have demonstrated that teaching carries a substantial burden of health risks. Prevalent health issues among teachers include asthma, respiratory diseases, musculoskeletal problems, and mental disorders. These problems can be attributed to the specific attributes of their work environment. Consequently, this study aims to investigate the correlation between air quality within educational establishments and the overall health of teachers.
Material and Methods: This systematic review aims to examine the impact of temperature, humidity, and ventilation rates within educational environments on teachers’ health status and thermal comfort. Relevant studies were searched for using the PubMed and Web of Science databases, employing keywords such as teacher, temperature, humidity, ventilation, school, classroom, health symptoms, and thermal comfort (2000-2022). The inclusion criterion was that articles examined teachers’ health and comfort with temperature, relative humidity, and ventilation of the educational place.
Results: Out of the 103 articles found in the initial search, 13 articles were finally reviewed. Six studies investigated the voice abnormalities of teachers due to various factors (including temperature, relative humidity, and the ventilation rate of the educational place) and found that these abnormalities were affected by these factors. Two studies explored the relationship between the prevalence and exacerbation of respiratory symptoms and quality parameters of the indoor environment of educational places. Additionally, five studies investigated the relationship of air quality parameters of educational places with common non-specific symptoms among teachers.
Conclusion: Teachers frequently experience symptoms such as voice disorders, respiratory difficulties, allergies, and other nonspecific ailments, which may be associated with the quality parameters of the indoor environment in educational settings. These parameters include temperature, humidity, and ventilation rate. Consequently, controlling and regulating these parameters within the recommended values can help prevent the onset or exacerbation of these symptoms.
