Department of Industrial and Product Design, School of Design, Polytechnic Institute Cavado Ave, 4750-810 Barcelos, Portugal.
School of Engineering, Polytechnic of Porto, ISEP, 4249-015 Porto, Portugal.
Int J Environ Res Public Health. 2023 Jul 12;20(14):6347. doi: 10.3390/ijerph20146347.
Being a teacher is one of the most demanding jobs, as a result of this responsibility, these workers face many psychosocial risks. This study aims to characterize and compare psychosocial factors in Portuguese and British teachers and discuss how new developments in technology, namely digital technology can improve education and, in particular, contribute to fewer issues related to mental health. The Copenhagen Psychosocial Questionnaire Medium Version (COPSOQ II) was applied to the teachers of six Portuguese schools (three public schools and three private schools), three British public schools and three private schools with an international British curriculum (Switzerland, Spain and Portugal). The results showed that cognitive, emotional, and quantitative demands, as well as work rhythm and work/family conflict, are the key psychosocial factors among these teachers. Differences were found between the teachers of both countries. Some models are proposed, through the proposals of Society 5.0, for their minimization and/or removal. Society 5.0 is the vision of a new human-centered society in the fifth stage launched by Japan in April 2016, and it is cited in our study with the hope that it will contribute to solving many problems of today's society.
作为一名教师是最具挑战性的工作之一，由于这种责任，这些工作者面临许多心理社会风险。本研究旨在描述和比较葡萄牙和英国教师的心理社会因素，并讨论新技术（即数字技术）如何改善教育，特别是有助于减少与心理健康相关的问题。采用哥本哈根心理社会问卷中版本（COPSOQ II）对六所葡萄牙学校（三所公立学校和三所私立学校）、三所英国公立学校和三所具有国际英国课程的私立学校（瑞士、西班牙和葡萄牙）的教师进行了调查。结果表明，认知、情感和定量需求以及工作节奏和工作/家庭冲突是这些教师的关键心理社会因素。在两国教师之间发现了差异。通过提出社会 5.0 的建议，提出了一些模型，以最小化和/或消除这些差异。社会 5.0 是日本在 2016 年 4 月发起的第五阶段新的以人为中心的社会的愿景，本研究引用了这一愿景，希望它有助于解决当今社会的许多问题。
