scholarly journals A Study on Job Related Stress among School Teachers in Different Schools of West Bengal, India

2021 ◽  
Vol 19 (1) ◽  
pp. 12-17
Author(s):  
Subir Bhattacharjee ◽  
Om Prakash Singh ◽  
Sumanta Dawn ◽  
Payel Talukdar
2012 ◽  
Vol 3 (7) ◽  
pp. 72-73
Author(s):  
Dr. P. S. BUVANESWARI Dr. P. S. BUVANESWARI ◽  

Author(s):  
Tatsuhiko Anzai ◽  
Takashi Yamauchi ◽  
Masaki Ozawa ◽  
Kunihiko Takahashi

(1) Background: Near-miss incidents are the foundation of major injuries. They are warning signs that loss is imminent. Long working hours are a risk factor for near-misses along with sleep problems, job-related stress, and depressive symptoms. This study aimed to evaluate the indirect effects of long working hours via mediating variables on near-miss occurrences among Japanese healthcare professionals. (2) Methods: 1490 Japanese healthcare professionals’ reports from a web-based survey of workers in October 2018 were analyzed to evaluate total, direct, and indirect effects of long working hours on near-misses. We applied a generalized structural equation model with three mediating variables: sleep problems, job-related stress, and depressive symptoms. (3) Results: The total effect and direct effect of the categories of working hours longer than 41 h per week (h/w) for occurrence of near-misses were not significantly higher than that of 35–40 h/w. However, for indirect effects on occurrence of near-misses that first passed through job-related stress, there were higher reports for each category compared to 35–40 h/w, with odds ratios (OR) and 95% confidence intervals (95% CI) of OR = 1.12, 95% CI (1.07, 1.21) for 41–50 h/w; 1.25, (1.14, 1.41) for 51–60 h/w; and 1.31, (1.18, 1.51) for ≥ 61 h/w. (4) Conclusion: The results suggest that reducing working hours might improve job-related stress, which could reduce near-misses and prevent injuries.


2021 ◽  
pp. 136548022110247
Author(s):  
Jude Brady ◽  
Elaine Wilson

Teaching is understood to be a highly stressful profession. In England, workload, high-stakes accountability policies and pupil behaviour are often cited as stressors that contribute to teachers’ decisions to leave posts in the state-funded sector. Many of these teachers leave state teaching to take jobs in private schools, but very little is known about the nature of teachers’ work in the private sector. This research addresses this gap in knowledge and compares the sources of stress experienced by 20 teachers in the state sector to those of 20 teachers in the private sector. The paper is based on qualitative data from a larger study. It analyses data collected in interviews and focus groups with classroom teachers and middle leaders working in mainstream primary and secondary phase education in England. The results emphasise state school teachers’ acute distress in relation to workloads driven by accountability cultures. In comparison, private school teachers report less intense experiences of work-related stress, but some identify demanding parents as a concern. The research’s novelty lies in this comparison between sectors and these sector specific insights may help to focus school leaders’ efforts to improve teaching conditions in both sectors.


2008 ◽  
Vol 24 (2) ◽  
pp. 90-97 ◽  
Author(s):  
Astrid Berland ◽  
Gerd Karin Natvig ◽  
Doris Gundersen

1996 ◽  
Vol 87 (1) ◽  
pp. 3-29 ◽  
Author(s):  
Ian J. Deary ◽  
Harriet Blenkin ◽  
Raymond M. Agius ◽  
Norman S. Endler ◽  
Helen Zealley ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document