scholarly journals Factors associated with health dissatisfaction of elementary school teachers

2020 ◽  
Vol 73 (suppl 5) ◽  
Author(s):  
Ediálida Costa Santos ◽  
Mariano Martínez Espinosa ◽  
Samira Reschetti Marcon ◽  
Annelita Almeida Oliveira Reiners ◽  
Marília Duarte Valim ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Mental Disorders ◽  
Elementary School Teachers ◽  
Common Mental Disorders ◽  
Voice Disorders ◽  
Musculoskeletal Symptoms ◽  
School Teachers ◽  
Factors Associated ◽  
Waking Up

ABSTRACT Objective: To evaluate factors associated with health dissatisfaction of public elementary school teachers. Methods: Cross-sectional study conducted among teachers from a Midwest capital, in 2017. A self-administered questionnaire composed of a collection of validated instruments and additional questions was used. Poisson Regression was performed, considering significance p <0.05. Results: sample composed of 326 teachers, with an average age of 43 years, 87.1% female. Concerning health conditions, 19.5% were dissatisfied and 31.5% were indifferent. In a simultaneous analysis of the factors of interest, a statistically significant association was found among teacher’s health dissatisfaction and the presence of symptoms of common mental disorders (PRa= 2.28), musculoskeletal symptoms in the last 12 months (PRa= 1.71), voice disorders (PRa= 1.29), never/rarely waking up rested (PRa= 1.45), never/rarely engage in physical activity/sports (PRa= 1.57), among other factors. Conclusion: never/rarely waking up rested and engaging in physical activity/sports, the presence of common mental disorders, musculoskeletal symptoms and voice disorders were associated with health dissatisfaction.

Voice Symptoms, Perceived Voice Control, and Common Mental Disorders in Elementary School Teachers

2019 ◽  
Author(s):  
Iandra Kaline Barbosa ◽  
Mara Behlau ◽  
Maria Fabiana Lima-Silva ◽  
Larissa Nadjara Almeida ◽  
Hemmylly Farias ◽  
...  
Keyword(s):  
Elementary School ◽  
Mental Disorders ◽  
Elementary School Teachers ◽  
Common Mental Disorders ◽  
School Teachers ◽  
Voice Control ◽  
Voice Symptoms

Predictors of health-related absenteeism, presenteeism and sick leave among brazilian elementary school teachers: A cross-sectional study

Work ◽  
2020 ◽  
Vol 67 (3) ◽  
pp. 709-719
Author(s):  
Diogo Henrique Constantino Coledam ◽  
Yara Machado da Silva
Keyword(s):  
Elementary School ◽  
Sick Leave ◽  
Elementary School Teachers ◽  
Health Risks ◽  
Common Mental Disorders ◽  
Work Conditions ◽  
Work Place ◽  
School Teachers ◽  
Related Absenteeism ◽  
Health Related

BACKGROUND: The health risks that usually affect teachers are already known; however, the predictors of health related absenteeism, presenteeism, and sick leave have not yet been fully described. OBJECTIVE: To analyze the predictors of health-related absenteeism, presenteeism, and sick leave among elementary school teachers. METHODS: This study involved a probabilistic sample of 519 Brazilian elementary school teachers. The outcomes were days of health-related absenteeism, presenteeism, and sick leave in the previous 12 months. Work-place and individual factors were the independent variables analyzed. RESULTS: Inadequate infrastructure of schools, disability, and medical consultations were positively associated with all outcomes. Teachers who reported having a chronic disease, common mental disorders, and voice disorders presented higher absenteeism and presenteeism days. Musculoskeletal pain and low job support were associated with higher presenteeism and sick leave days. Teachers who performed strength and flexibility activities presented less presenteeism, those who reported physical violence at school were more frequently absent, and teachers with depersonalization presented a higher likelihood of sick leave. CONCLUSIONS: The prevention of health-related absenteeism, presenteeism, and sick leave among elementary teachers should ensure adequate work conditions and prevention and monitoring of health risks.

scholarly journals Relevant Work Factors Associated with Voice Disorders in Early Childhood Teachers: A Comparison between Kindergarten and Elementary School Teachers in Yancheng, China

2020 ◽  
Vol 17 (9) ◽  
pp. 3081
Author(s):  
Yaping Tao ◽  
Charles Tzu-Chi Lee ◽  
Yih-Jin Hu ◽  
Qiang Liu
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Early Childhood Teachers ◽  
Voice Disorders ◽  
Kindergarten Teachers ◽  
School Type ◽  
School Teachers ◽  
The Voice

Background: Early childhood teachers consist of kindergarten and elementary school teachers in the lower grades. Young children at school may increase the vocal load of these teachers. Therefore, the objectives of this study were to determine the prevalence of voice disorders and the associated factors in early childhood teachers, and to determine if differences exist between kindergarten and elementary school teachers. Method: A cross-sectional survey was performed in July 2019 as a network questionnaire. Through cluster sampling, teachers (n = 414) from all five public kindergartens (n = 211) in the urban area of Yancheng, China, and four public elementary schools (n = 203) in the same school district participated in this study. Multivariate logistic regression models were used to analyze the associations among the prevalence of voice disorders in the teachers, school type, and relevant factors. Results: Our results indicated, based on the Voice Handicap Index scale (VHI-10, China), that the prevalence of voice disorders in early childhood teachers was 59.7%, while that in elementary school teachers (65.5%) was significantly higher than that in kindergarten teachers (54.0%) during the previous semester. Contributing factors included daily class hours, classroom air humidity, and speaking loudly during teaching. Additionally, certain types of voice usage in teaching such as falsetto speak, speaking more than other teachers, not using vocal techniques, and habitual voice clearing, were significantly associated with voice disorders. Conclusion: Most early childhood teachers have voice disorders. Compared with the kindergarten teachers, the elementary school teachers experienced a significantly higher prevalence of voice disorders. Several factors among work organization, work environment, and types of voice usage in teaching were associated with the voice disorders in early childhood teachers. The finding suggests that voice training should be provided for early childhood teachers, classroom teaching time should be decreased, and the number of teachers in basic subjects should be increased in the lower grades of elementary schools.

scholarly journals Health and Work Environment among Female and Male Swedish Elementary School Teachers—A Cross-Sectional Study

2019 ◽  
Vol 17 (1) ◽  
pp. 227 ◽  
Author(s):  
Maria Boström ◽  
Christina Björklund ◽  
Gunnar Bergström ◽  
Lotta Nybergh ◽  
Liselotte Schäfer Elinder ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Work Environment ◽  
Safety Climate ◽  
Common Mental Disorders ◽  
High Stress ◽  
Male Teachers ◽  
School Teachers ◽  
Cross Sectional ◽  
High Work

Background and objectives: Changes in teachers’ work situation in Sweden since the 1990s may have contributed to an increase in common mental disorders (CMDs) and burnout. However, there is a lack of research in this field. The aim was to describe how Swedish elementary school teachers experience their health, organizational and social work environment, and the psychosocial safety climate at the workplace, and especially differences and similarities between female and male teachers. Materials and methods: Data were collected with the COPSOQ, OLBI, UWES and PSC-12 from 478 elementary teachers, 81.0% of them women, from twenty schools. The response rate was 96.4%. Results: Teachers reported relatively good general health but experienced high stress, high work pace and emotional demands, low influence at work and a poor psychosocial safety climate. These factors were especially prominent among female teachers. Both women and men experienced good development possibilities and high work engagement. Conclusions: The results of this study can help us to develop a more sustainable work environment for female and male teachers. A more sustainable work environment might attract more people to the profession and incentivize existing teachers to remain in the profession.

scholarly journals Knowledge of kindergarten and elementary school teachers regarding attention deficit hyperactivity disorder at Qassim region

2017 ◽  
Vol 1 (1) ◽  
pp. 8
Author(s):  
Sami A. Almutairi
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Attention Deficit ◽  
Common Mental Disorders ◽  
Sampling Technique ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Hyperactivity Disorder

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common mental disorders that manifest among children. Despite the fact that the teacher’s role is essential in the assessment and management of pupils with ADHD and the recommendation of participation of teachers for the success and efficiency of diagnoses and treatment, the vast majority of teachers have neither understanding nor knowledge of ADHD. Objectives: The current study explores the kindergarten and elementary school teachers’ knowledge regarding early detection and      management of ADHD. Methods: Cross sectional survey using stratified random sampling technique was carried out in governmental and private elementary and Kindergarten schools in four cities of Qassim region, Saudi Arabia. Results: The study included 1095 teachers, 711 (59.3%) did not get information about ADHD  during undergraduate studies. Teachers’ overall ADHD knowledge mean was 21.7+5.5 out of 38 marks. Teachers with high qualification degree and kindergarten specialty scored 56.4% and 60.2% respectively. Teachers who attended conferences related to ADHD scored 64.5%, while teachers who read about ADHD or have been ever asked to diagnose/teach an ADHD student had 59.4% and 62.1% respectively. The level of ADHD knowledge perception showed that 76% of teachers were  knowledgeable in relation to overall perception about ADHD. Conclusion: Teachers who have higher qualifications or training in identifying ADHD children scored higher in our study.

scholarly journals Motives of Future Elementary School Teachers to Be Physically Active

2020 ◽  
Vol 17 (12) ◽  
pp. 4393
Author(s):  
Miguel Ángel Durán-Vinagre ◽  
Sebastián Feu ◽  
Susana Sánchez-Herrera ◽  
Javier Cubero
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
University Students ◽  
Elementary School Teachers ◽  
Structural Equation ◽  
Coefficient Of Determination ◽  
Equation Modeling ◽  
School Teachers ◽  
Physically Active ◽  
First Year Students

The aim of this study was to determine the relationship between the motives for engaging in sports activities and the self-determination index (SDI) and how this in turn predicts the intentionality of future elementary school teachers to be physically active. Method: A total of 331 first-year students of the teacher training degree participated, 34.4% men and 65.6% women (M = 20.02; SD = 2.55). They answered the following questionnaires: “Behavioral Regulation in Exercise Questionnaire-3”, “Motives for Physical Activity Measure-Revised” and “Intention to be Physically Active”. Results: Fitness, fun and care of one’s appearance are the motives most valued by university students. A regression analysis (structural equation modeling) revealed that appearance and social motives were negatively related to SDI, although the model clearly predicted the intention to be physically active (R2 = 0.74). A second model, which positively related the appearance and competence motives with the intention to be active, improved the coefficient of determination (R2 = 90) and fit index. Conclusions: The motives for engaging in physical activity influence university students in different ways in relation to the SDI and strongly predict the intention to be physically active.

Outdoor Education in Geography: A specific Educational Strategy

2019 ◽  
Author(s):  
Hana Svobodová
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Outdoor Education ◽  
Teaching Strategy ◽  
School Curriculum ◽  
Educational Strategy ◽  
School Teachers ◽  
Education Concept

The publication aims to promote outdoor education as a strong teaching strategy, to describe its links to the school curriculum, and to offer teachers a helping hand in developing the concept of outdoor education. All of this is based on exploring the benefits of outdoor education in teaching and promoting physical activity, which is a natural part of it. The first part of the book analyses how outdoor education is established in the Czech school curriculum, outlining the steps necessary for outdoor education to be implemented, in terms of preparation of both the teachers and pupils. This section also provides recommendations for the development of an outdoor education concept for elementary schools. The second part of the publication is devoted to outdoor education research conducted in cooperation with elementary school teachers, pupils of a model elementary school and their parents, are presented in detail.

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