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Workplace violence and development of burnout symptoms
A prospective cohort study on 1823 social educators Purpose: Burnout and workplace violence (WPV) have been associated in cross-sectional studies, but longitudinal studies with solid methods and adequate sample sizes are lacking. This study investigates whether WPV increases burnout symptoms during a 12-month period. Methods: Questionnaire data were collected on 1823 social educators at baseline and 12-month follow-up, coupled with additionally 12 monthly text-message surveys on exposure to WPV. Using general linear modelling for repeated measures, we estimated change over time in burnout symptoms...
Climate congruence: How espoused psychosocial safety climate and enacted managerial support affect emotional exhaustion and work engagement
The alignment between espoused (saying) and enacted (doing) psychosocial safety climate (PSC; a climate for worker psychological health) is important to consider in relation to health and work outcomes. This diary study explored the interplay (moderation and mediation processes) between espoused PSC (organizational level PSC) and daily enacted PSC (operationalized in the specific domain of managerial support) and their relationships to worker psychological health (i.e., daily emotional exhaustion) and motivation (i.e., daily work engagement). In all, 545 diary data points were collected within...
Workplace Bullying Among Teachers
An Analysis From the Job Demands-Resources (JD-R) Model Perspective This paper adopts the Job Demands-Resources (JD-R) model to analyze workplace bullying among teachers. The data used for this research are obtained from the 5th European Working Conditions Survey. Given the objective of this work, a subsample of 261 education employees is collected: 48.7% of these teachers report having experienced workplace bullying (N=127), while 51.3% indicate not considering themselves as bullied at work (N=134). In order to test the research model and hypotheses, this study relies on the use of partial least...
Preventing secondary traumatic stress in educators
Teachers can be vulnerable to secondary traumatic stress (STS) because of their supportive role with students and potential exposure to students' experiences with traumas, violence, disasters, or crises. STS symptoms, similar to those found in posttraumatic stress disorder, include nightmares, avoidance, agitation, and withdrawal, and can result from secondary exposure to hearing about students' traumas. This article describes how STS presents, how teachers can be at risk, and how STS can manifest in schools. A US Department of Education training program is presented, and thoughts on future...
Pupils with special educational needs in basic education schools and teachers’ sickness absences
A register-linkage study Objectives : We examined whether having a high percentage of pupils with special educational needs (SEN) in basic education schools increases the risk of sickness absence among teachers and whether this risk is dependent on the pupil–teacher ratio (PTR), an indicator of teacher resources at school. Methods : We obtained register data on 8089 teachers working in 404 schools in 10 municipalities in Finland during the school year 2004–2005. We used multilevel multinomial regression models to examine the risk of teachers' short- and long-term sickness absence...

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