Xiao Yuanmei, Li Weijuan, Ren Qingfeng, Ren Xiaohui, Wang Zhiming, Wang Mianzhen, Lan Yajia
Institute of Occupational Health, School of Public Health, Nanchang University, Nanchang 330006, China.
Zhonghua Lao Dong Wei Sheng Zhi Ye Bing Za Zhi. 2015 Feb;33(2):93-6.
To investigate the change pattern of primary and secondary school teachers' work ability with the changes in their mental workload.
A total of 901 primary and secondary school teachers were selected by random cluster sampling, and then their mental workload and work ability were assessed by National Aeronautics and Space Administration-Task Load Index (NASA-TLX) and Work Ability Index (WAI) questionnaires, whose reliability and validity had been tested. The effects of their mental workload on the work ability were analyzed.
Primary and secondary school teachers' work ability reached the highest level at a certain level of mental workload (55.73< mental workload ≤ 64.10). When their mental workload was lower than the level, their work ability had a positive correlation with the mental workload. Their work ability increased or maintained stable with the increasing mental workload. Moreover, the percentage of teachers with good work ability increased, while that of teachers with moderate work ability decreased. But when their mental workload was higher than the level, their work ability had a negative correlation with the mental workload. Their work ability significantly decreased with the increasing mental workload (P < 0.01). Furthermore, the percentage of teachers with good work ability decreased, while that of teachers with moderate work ability increased (P < 0.001).
Too high or low mental workload will result in the decline of primary and secondary school teachers' work ability. Moderate mental workload (55.73∼64.10) will benefit the maintaining and stabilization of their work ability.
