Abstract
It is known that occupational health problems in Higher Education (HE) teachers are a current and prevalent problem. Several authors point out the significance of work-related psychosocial factors in this phenomenon. The purpose of this study is to explore the psychosocial factors associated with the development of work-related distress in the specific professional context of HE teachers. We also aim to understand which Psychosocial Risks (PRs) dimensions are correlated with work-related distress. An empirical study was carried out involving 97 HE teachers, working at University of Aveiro departments (n=50) and Polytechnic Schools (n=47). The following instruments were used to obtain the data; the Kessler Psychological Distress Scale (K10) and the Copenhagen Psychosocial Questionnaire (COPSOQ, medium version). Our study highlights three main findings: 1) total cumulative functions plays a role in HE teachers’ overload; 2) a large percentage of responders presented significant psychological distress symptoms, this effect being strongly higher in females; 3) work demands dimensions represent the most health risk, with health/well-being dimensions presenting the most significant correlations for distress increase in HE teachers. The work-related distress in this study was highly influenced by many factors. As such, the first step in the construction of intervention policies and tools would be an effective assessment fully integrated to specific work contexts. This study answers the investigation gap in the work-related context of HE teachers.
Highlights
In recent decades, workplaces have undergone profound changes driven by constant innovation, with a high demand on their workers (Fernandes & Pereira, 2016)
It is highly correlated to decrease of working ability through lesser dedication to work, low productivity, unsafe labour practices resulting in an increased accident rate (European Agency for Safety and Health at Work [EU-OSHA], 2018)
Purpose of the Study The purpose of this study is to explore the psychosocial factors associated with the development of work-related distress in the specific professional context of Higher Education (HE) teachers
Summary
Workplaces have undergone profound changes driven by constant innovation, with a high demand on their workers (Fernandes & Pereira, 2016). The experience of stress is common for everyone, in everyday life, emanating from challenging experiences, leading to the development of new skills in an adaptive way (Hassard, Cox, Murawski, De Meyer, & Muylaert, 2011). When this exposure is too long or too demanding, it can lead to the experience of distress, which corresponds to a negative and aversive state, possibly leading to significant health problems (Hassard, Cox, Murawski, De Meyer, & Muylaert, 2011). In addition to the individual impact, it is important to consider the organizational impact of work-related distress, given that functional incapacity at work and/or high absenteeism indirectly decreases the organizational competitiveness, in addition to an adverse economic and social impact (EU-OSHA, 2018; Hassard et al, 2011)
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