Voice disorders related to job stress in teaching: a case-control study

This case-control study aimed to test the association between voice disorders and job stress among public schoolteachers in Sao Paulo, Brazil. The groups consisted of teachers with (n = 165) and without (n = 105) voice-related complaints. Both groups answered the questionnaires Conditions of Vocal Production and Job Stress Scale. Analysis of cases and controls showed comparable samples, differing only by vocal symptoms. There was a statistically significant difference between cases and controls in relation to job stress involving high strain (OR = 2.1;95%CI: 1.1-3.9), which places high demands combined with low job control. High strain in cases in this study represents the highest risk of physical and mental disorders for teachers. Loss of voice prevents teachers from continuing in their professional role, eliminates their professional identity, and jeopardizes their career.

Stress no trabalho em professores de educação fisica do sistema municipal de educação, na comunidade de Concepcion, oitava região, Chile

Universidade Estadual de Campinas. Faculdade de Educação Física

Versão resumida da "job stress scale": adaptação para o português

OBJETIVO: Descrever o processo de adaptação, para o português, da versão resumida da "job stress scale", originalmente elaborada em inglês. MÉTODOS: Foram avaliados seis aspectos de equivalência entre a escala original e a versão para o português: as equivalências conceitual, semântica, operacional, de itens, de medidas e funcional. Tomou-se por base um estudo de confiabilidade teste-reteste com 94 indivíduos selecionados. RESULTADOS: O estudo de confiabilidade teste-reteste entre 94 indivíduos permitiu estimativas de reprodutibilidade (coeficientes de correlação intraclasse) para as dimensões de "demanda", "controle" e "apoio social" da escala de 0,88, 0,87 e 0,85, respectivamente. Para as mesmas dimensões, as estimativas de consistência interna (alpha de Cronbach) foram, respectivamente, 0,79, 0,67 e 0,85. CONCLUSÕES: Os resultados sugerem que o processo de adaptação da escala foi bem sucedido, indicando que seu uso no contexto sociocultural da população de estudo (Estudo Pró-Saúde) é apropriado.

Influence of Individual Characteristics on Work Engagement and Job Stress in a Sample of National and Foreign Workers in Switzerland

In most Western postindustrial societies today, the population is aging, businesses are faced with global integration, and important migration flows are taking place. Increasingly work organizations are hiring crossnational and multicultural workteams. In this situation it is important to understand the influence of certain individual and cultural characteristics on the process of professional integration. The present study explores the links between personality traits, demographic characteristics (age, sex, education, income, and nationality), work engagement, and job stress. The sample consisted of 618 participants, including 394 Swiss workers (200 women, 194 men) and 224 foreigners living and working in Switzerland (117 women, 107 men). Each participant completed the NEO-FFI, the UWES, and the GWSS questionnaires. Our results show an interaction between age and nationality with respect to work engagement and general job stress. The levels of work engagement and job stress appear to increase with age among national wotkers, whereas they decrease among foreign workers. In addition, work engagement was negatively associated with Neuroticism and positively with the other four personality dimensions. Finally, job stress was positively associated with Neuroticism and Conscientiousness, and negatively associated with Extraversion. However, the strength of these relationships appeared to vary according to the worker's nationality, age, sex, education, and income.

The Impact of Personality and Culture on the Job Demands-Control Model of Job Stress

Among the various work stress models, one of the most popular has been the job demands-control (JDC) model developed by Karasek (1979), which postulates that work-related strain is highest under work conditions characterized by high demands and low autonomy. The absence of social support at work further increases negative outcomes. This model, however, does not apply equally to all individuals and to all cultures. This review demonstrates how various individual characteristics, especially some personality dimensions, influence the JDC model and could thus be considered buffering or moderator factors. Moreover, we review how the cultural context impacts this model as suggested by results obtained in European, American, and Asian contexts. Yet there are almost no data from Africa or South America. More crosscultural studies including populations from these continents would be valuable for a better understanding of the impact of the cultural context on the JDC model.

Personality and job stress: a comparison of direct effects on parenting

The impact of personality and job characteristics on parental rearing styles was compared in 353 employees. Hypotheses concerning the relationships between personality and job variables were formulated in accordance with findings in past research and the Belsky’s model (1984). Structural equation nested models showed that Aggression-hostility, Sociability and job Demand were predictive of Rejection and Emotional Warmth parenting styles, providing support for some of the hypothesized relationships. The findings suggest a well-balanced association of personality variables with both parenting styles: Aggression-Hostility was positively related to Rejection and negatively to Emotional Warmth, whereas Sociability was positively related to Emotional Warmth and negatively related to Rejection. Personality dimensions explained a higher amount of variance in observed parenting styles. However, a model that considered both, personality and job dimensions as antecedent variables of parenting was the best representation of observed data, as both systems play a role in the prediction of parenting behavior.

Job stress and burnout in residential child care workers in Spain. ' Estr??s laboral y burnout en educadores de acogimiento residencial en Espa??a'

Resumen tomado de la publicaci??n. Resumen tambi??n en ingl??s

The national curriculum : handbook for primary teachers in England : key stages 1 and 2.

Este manual es el documento oficial del Programa Nacional de Estudios (National Currículo) para las escuelas primarias, desde septiembre de 2000. En él se establece, de forma legal, el derecho a la educación para todos los alumnos; se determina el contenido de lo que se enseña, y garantiza el cumplimiento de unos objetivos: los niños de edades comprendidas entre cinco y once años, deben aprender unos conocimientos esenciales de lectura, escritura, comprensión y aritmética. Igualmente, dispone que la forma de ejecución de este programa de estudios sea evaluable, y procedan informes al respecto.

Understanding science ideas: a guide for primary teachers.

Un recurso para todos los profesores de ciencias de primaria, especialmente los no especialistas, ya que proporciona claras y accesibles explicaciones de cuestiones complejas como la flotación y la nutrición de las plantas.

Picture books for the literacy hour : activities for primary teachers.

Proporciona una guía práctica a los profesores que están aplicando la estrategia nacional de alfabetización para las etapas 1 y 2 (key stage 1 y 2). Se muestra como se pueden lograr los objetivos de aprendizaje a través de actividades significativas relacionadas con el texto elegido. Así, para enseñar a leer y escribir se utilizan cuentos populares, poemas, mitos y leyendas de diferentes tradiciones culturales. A cada libro propuesto le acompaña una detallada descripción de las actividades a realizar y hojas con actividades para fotocopiar.

Language knowledge for primary teachers.

El objetivo de este recurso es proporcionar a los profesores de primaria los conocimientos requeridos en la materia de lengua para cumplir con los requisitos del programa nacional de estudios y con los objetivos de la estrategia nacional de alfabetización (National Literacy Strategy Framework) para las etapas 1 y 2 (key stage 1 y 2). Estos objetivos incluyen textos, oraciones y palabras; además, se destaca la importancia de la aplicación de los conocimientos lingüísticos en distintos tipos de textos.

The really useful science book : a framework of knowledge for primary teachers.

Este recurso no ofrece un material que pueda ser utilizado en las aulas, está diseñado para apoyar y ampliar la comprensión de la ciencia de los profesores en formación y los profesores de aula. Consta de tres secciones: la vida y los procesos vivos; materiales y sus propiedades; procesos físicos. En cada sección se sugieren ideas clave que se amplían posteriormente en el texto. Proporciona un conocimiento exhaustivo de la ciencia en la etapa clave 1 y 2 (Key Stage 1 y 2), así como la preparación para la enseñanza y el aprendizaje en la etapa clave 3 (Key Stage 3).

Understanding mathematics for young children : a guide for Foundation Stage and Lower Primary Teachers.

Guía para tener una comprensión más clara de las matemáticas y de los materiales que se utilizan en el aula con niños de tres a ocho años. Muestra cómo ayudarlos en el desarrollo y la comprensión de las matemáticas por sí mismos, en lugar de aprender recetas y rutinas. Al final de cada capítulo se incluyen algunos ejemplos de actividades que pueden ser utilizadas en las distintas edades. Contiene estrategias para el cálculo mental.