Faculty of Education, University of the Free State, Bloemfontein, South Africa.
Faculty of Education, School of Social Sciences and Language Education, University of the Free State, Bloemfontein, South Africa.
J Community Psychol. 2022 Sep;50(8):3590-3606. doi: 10.1002/jcop.22857. Epub 2022 Mar 30.
Most workers, especially teachers experience one form of psychosocial work hazards or the other. In the Nigerian context, there is a high prevalence of psychosocial work hazards and no study has been conducted to ascertain the influence of teachers' demographics on their psychosocial work hazards. This study explored the influence of primary school teachers' demographics on their psychosocial work hazards using the structural equation modeling approach. Drawing from the tenets of Job-Demand-Control-Support theory, a correlational survey research design was used, using a sample of 254 primary school teachers, and the study was based on a quantitative research approach. The study's data were gathered utilizing a 28-item questionnaire adapted from the 30-item Copenhagen Psychosocial Questionnaire developed by Kristensen and coworkers in 2005. The internal consistency reliability index of the questionnaire items was 0.74. The data were analyzed using a combination of frequency, percentage, chi-square test of independent samples, hierarchical multiple regression analysis, and structural equation modeling. It was revealed that demographic characteristics of teachers correlated with their psychosocial work hazards. However, it was found that only the age and location of the teachers had significant (p < .05) relationships with their psychosocial work hazards. The age and location of the teachers are significant determinants of their psychosocial work hazards. This our findings call for more research on the subject matter as some recent studies have documented that other demographics of teachers had significant relationships with psychosocial work hazards. It was therefore recommended that teachers' demographics should be considered as important factors in the recruitment of teachers.
大多数工人，尤其是教师，都会经历某种形式的职业心理危害。在尼日利亚，职业心理危害的发生率很高，但还没有研究来确定教师的人口统计学特征对其职业心理危害的影响。本研究采用结构方程建模方法，探讨了小学教师的人口统计学特征对其职业心理危害的影响。本研究以工作要求-控制-支持理论为基础，采用相关性调查研究设计，样本包括 254 名小学教师，研究方法为定量研究。研究数据通过一份 28 项的问卷收集，问卷改编自 Kristensen 及其同事于 2005 年开发的 30 项哥本哈根心理社会问卷。问卷项目的内部一致性可靠性指数为 0.74。采用频数、百分比、独立样本卡方检验、分层多元回归分析和结构方程建模相结合的方法对数据进行分析。研究结果表明，教师的人口统计学特征与他们的职业心理危害相关。然而，只有教师的年龄和所在地区与他们的职业心理危害有显著（p<0.05）的关系。教师的年龄和所在地区是他们职业心理危害的重要决定因素。因此，我们的研究结果呼吁对这一主题进行更多的研究，因为最近的一些研究表明，教师的其他人口统计学特征与职业心理危害也有显著的关系。因此，建议将教师的人口统计学特征视为招聘教师的重要因素。
