A Postdoctoral Fellow, School of Education Studies, University of the Free State, 9300, Bloemfontein, South Africa.
Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Nigeria.
J Community Psychol. 2022 Sep;50(8):3487-3503. doi: 10.1002/jcop.22848. Epub 2022 Mar 30.
This is a cross-sectional study that assessed the psychosocial work hazards and workplace deviant behaviours of teachers in rural community-based schools. A total of 254 primary school teachers participated in the study. Copenhagen Psychosocial Questionnaire (COPSOQ) and Work Deviance Behaviour Scale were employed to elicit the teachers' responses. The descriptive statistics (frequency and percentage), and Pearson's correlation (r) statistical analysis were used to analyse the data. The results showed that the primary school teachers experience elements of psychosocial work hazards. It was also indicated that primary school teachers rarely exhibit work deviant behaviours. There is a significant positive relationship between psychosocial work hazards and workplace deviant behaviours of primary school teachers in Enugu State. In conclusion, it was suggested that teachers experience psychosocial work hazards and exhibit workplace deviant behaviours in primary schools in Enugu State Nigeria. Therefore, professionals in workplaces including schools should design practicable interventions that would help to reduce workplace deviance among employees in different works of life. With this, these should be reflected in decision-making and policies implementations to rural communities and beyond.
这是一项横断面研究，评估了农村社区学校教师的心理社会工作危害和工作场所偏差行为。共有 254 名小学教师参与了这项研究。采用哥本哈根心理社会问卷（COPSOQ）和工作偏差行为量表来获取教师的反应。采用描述性统计（频率和百分比）和皮尔逊相关（r）统计分析来分析数据。结果表明，小学教师经历了心理社会工作危害的因素。此外，小学教师很少表现出工作偏差行为。在埃努古州，小学教师的心理社会工作危害与工作场所偏差行为之间存在显著的正相关关系。总之，研究表明，在尼日利亚埃努古州的小学中，教师经历了心理社会工作危害，并表现出工作场所偏差行为。因此，包括学校在内的工作场所的专业人员应该设计可行的干预措施，以帮助减少不同工作场所员工的工作场所偏差。有了这些，应该在决策和政策实施中反映出来，以惠及农村社区及其他地区。
