psychosocialrisksamongvocational training teachers

Psychosocial risks among vocational

training teachers

Isabel García-Plazas; Carlos Muñoz-Bravo; Mario Gutiérrez-Bedmar; Antonio García-Rodríguez et Joaquín Fernández-Crehuet Navajas

Preventive Medicine and Public Health

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Index

• Introduction• Aims• Material and Methods• Results• Conclusions


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Community strategy on health and safety

at work 2007-2012

• The identification of new and emergent risks

• Analyze of tendency, to be ahead of changes in the workplace and possible consequences forhealth and safety at work

• Encourage a thought exercise, reflection andprovide a discussion platform


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“Emergent and new risks”

• A new risk, or

• A known factor that now it´s considered a riskbecause of changes in the public perception, or

• A known factor that new researches show like a emerging risk with health consequences

- Psychosocial risk

– Negative health consequences related

to the stress


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Index



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General aim

Identify and measure the psychosocial risk factors ofvocational training teachers related to workingconditions at their workplace, in order to detect

psychosocial risk situations


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Specific aims

� Descriptive analysis of the psychosocial risk factors in

vocational training teachers

� Descriptive analysis of the stress symptoms and the

satisfaction for this teaching staff

� Assess using multivariate models those psychosocial scalesassociated with stress symptoms and levels of satisfaction


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Index



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Material and Methods

• Study design– Descriptive study, individual and cross-sectional anal ysis– Target group ��Vocational training teachers in Málaga in 2009 (n=422 ) – Cluster-sampling multistage method– Total sample: 129 teacher staff

• Confidence level ( αααα= 0.05)• Error (E=3 %)

• Field work– After a meeting with the Headmasters, i nitial contact with participants selected in

the sample– Filling out the survey via web (lime-survey application) or paper– Confidentiality and anonymity were guaranteed

• COPSOQ-ISTAS21


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Index



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Results

• Reply rate

• Psychosocial scales analysis

– Positive scales assessment– Negative scales assessment– Graph comparing the risk situation with the reference Spani sh

population

• Multivariant analysis


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Reply rate: 90.7%

Figure 3.- Median punctuations total sam ple for the COPSOQ positive scales compared with tertiles of the reference population

56,25

75,00

18,75

83,33

75,00

62,50

81,25

56,25

66,67

58,33

50,00

75,00

62,50

0,00

10,00

20,00

30,00

40,00

50,00

60,00

70,00

80,00

90,00

100,00

Influ

ence

at

wor

k

Pos

sibi

litie

s fo

rde

velo

pmen

t

Deg

ree

of fr

eedo

m a

tw

ork

Mea

ning

of

wor

k

Com

mitm

ent t

o th

ew

orkp

lace

Pre

dict

abili

ty

Rol

e cl

arity

Qua

lity

of le

ader

ship

Soc

ial s

uppo

rt f

rom

colle

ague

s

Fee

dbac

k at

wor

kfr

om s

uper

iors

Soc

ial r

elat

ions

Sen

se o

f co

mm

unity

Est

eem

Total sample

Tertile 1

Tertile 2

Median punctuations total sample for the COPSOQ-istas21 positive scales compared with tertiles of the reference population


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Figure 4.- Median punctuations total sample for the COPSOQ negative scales compared with tertiles of the reference population.

37,50

62,50

50,00 50,00

68,75

50,00

25,00

0,00

10,00

20,00

30,00

40,00

50,00

60,00

70,00

80,00

90,00

100,00

Quantitativedemands

Cognitive demands Emotionaldemands

Demands forhiding emotions

Sensory demands Role conflicts Insecurity at work

Total sample

Tertile1

Tertiel 2

Median punctuations total sample for the COPSOQ-ist as21 negative scalescompared with tertiles of the reference population


2011

0,00% 33,33% 66,67% 100,00%

Influence at work

Possibilities for development

Degree of freedom at work

Meaning of work

Commitment to the workplace

Predictability

Role clarity

Quality of leadership

Social support from colleagues

Feedback at work from superiors

Social relations

Sense of community

Esteem

Quantitative demands

Cognitive demands

Emotional demands

Demands for hiding emotions

Sensory demands

Role conflicts

Insecurity at work

Figure 5.- Exposure to psychosocial risks to teachi ng staff providing Vocational Trainnig Most unfavorable situation

Intermediate situation

More favorable situation


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Multivariant analysisMultivariant analysis


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High levels of stress symptoms

Significant variables/Scales P OR IC 95%

Age 0,016 0,849 0,738-0,969

Sense of community 0,024 0,936 0,885-0,991

Quantitative demands 0,002 1,056 1,021-1,093

Emotional demands 0,009 1,070 1,017-1,126

Social support from Colleagues 0,043 1,062 1,002-1,126

OR, IC and statistical relevance of the independient variables in the multivariate analysis


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Low levels of Satisfaction

Significant variables/Scales p OR I.C. 95%

Esteem 0,037 0,825 0,689-0,988

Demands for hiding emotions 0,034 1,115 1,008-1,234

Sensory demands 0,051 0,919 0,845-1,000

OR, IC and statistical relevance of the independient variables in the multivariate analysis


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Conclusions

1. Our methodological process has been very effective to obtain a reply

rate of 90. 7%, higher than other similar research studies.

2. The main psychosocial risks to vocational training teachers in Málaga are:

the degree of freedom at work and the level of psychological demands

as cognitive, emotional, sensory and quantitative.


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Conclusions

3. The most significant and flattering aspect of psychosocial and work well-

being for this collective were the high integration at the educational

establishment and the possibilities for development at work.


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Conclusions

4. As regards the aspects related to stress, these overall results show

intermediate values in respect of somatic stress symptoms, however

behavioral and cognitive stress symptoms show higher levels than are

shown in the second tertile of the reference population.


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Conclusions

5. The vocational training teachers in our survey have better indicator

values for the stress scales than a similar population in Germany.


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Conclusions

6. Regarding job satisfaction, we have not found any association with

gender, age or level of influence at work.


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Conclusions

7. In the multivariant analysis of the psychosocial scales, we note a direct

link between high levels of symptoms related stress and the increase of

emotional demands, quantitative demands and low levels of social

support from colleagues. In addition we observe a negative

relationship between age and high levels of behavioral stress

symptoms


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Conclusions

8. In the degree satisfaction multivariate analysis, the level of respect is the

most important psychosocial factor, followed by the sensory demands

and demands for hiding emotions.


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Conclusions


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Thank you for your attention!

III International Workshop on COPSOQ

Oct 20-21, 2011 Barcelona (Spain)

psychosocialrisksamongvocational training teachers

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