Viotti Sara, Martini Mara, Converso Daniela
a Department of Psychology , University of Turin , Italy.
Int J Occup Saf Ergon. 2017 Dec;23(4):544-552. doi: 10.1080/10803548.2016.1267976. Epub 2017 Jan 9.
It is recognized that teaching in a preschool context is physically demanding. Despite this, the consequences of physical demands on psychophysical health (including work ability) are significantly understudied among kindergarten teachers.
The aim of the present study is to examine (a) the association between physical demands and work ability and (b) whether psychosocial job resources buffer the negative impact of physical demands among kindergarten teachers.
A total of 426 kindergarten teachers employed in the municipal educational services of a city in northwest Italy filled out a self-reported questionnaire.
High association was found between physical demand and work ability. Moderated hierarchical regressions showed that decision authority, skill discretion, reward and meaning of work buffer the hampering effect of physical demands and work ability. No buffering effects were observed for support from superiors and colleagues.
The present study has relevant, practical implications, highlighting the importance of investing in interventions encompassing a holistic perspective (e.g., psychosocial and ergonomic) in order to effectively combat the hampering effect of physical demands on work ability.
人们认识到，在学前教育环境中教学对身体有较高要求。尽管如此，幼儿园教师身体需求对心理生理健康（包括工作能力）的影响仍未得到充分研究。
本研究旨在探讨（a）身体需求与工作能力之间的关联，以及（b）心理社会工作资源是否能缓冲幼儿园教师身体需求的负面影响。
意大利西北部一个城市的市政教育服务部门雇佣的426名幼儿园教师填写了一份自我报告问卷。
发现身体需求与工作能力之间存在高度关联。分层回归分析表明，决策自主权、技能裁量权、奖励和工作意义可缓冲身体需求对工作能力的阻碍作用。未观察到上级和同事的支持具有缓冲作用。
本研究具有相关的实际意义，强调了从整体角度（如心理社会和人体工程学）进行干预投资的重要性，以便有效应对身体需求对工作能力的阻碍作用。
