TNO, Unit Healthy Living & Work, Sylviusweg 71, 2333 BE, Leiden, Netherlands.
Scand J Work Environ Health. 2024 Apr 1;50(3):187-196. doi: 10.5271/sjweh.4141. Epub 2024 Jan 30.
Work stress is a serious problem for employees in primary education. This study evaluates the effects of a work stress prevention approach on emotional exhaustion and work stress determinants (job crafting behavior, quantitative and emotional demands, leadership, support, autonomy, team culture and feelings of competence), and the impact of implementation success (management commitment, employee involvement, communication during implementation) on these outcomes.
A quasi-experimental study was conducted with an intervention group (4 schools, N=102 employees) and a control group (26 schools, N=656 employees) using questionnaires at baseline (T0), one-year (T1) and two-year (T2) follow-up. Multilevel mixed model analyses were performed to test effects of condition and implementation success on changes in emotional exhaustion and work stress determinants between T0 and T2 in the intervention and control group.
No effect were found for emotional exhaustion. Improvement of quality of leadership between T0 and T2 was significantly larger in the intervention compared to the control group. Additionally, implementation success was associated with a decrease in unnecessary demands and an increase in quality of leadership, team culture and job crafting behavior.
This study shows no direct effect of the approach on emotional exhaustion, but it does show beneficial effects on quality of leadership. Additionally, results suggest that, when successfully implemented, the approach also has beneficial effects on other work stress determinants (ie, job crafting behavior, unnecessary demands and team culture). Results indicate that - if implemented successfully - the organizational-level intervention has the potential to improve the psychosocial work context.
工作压力是基础教育工作者面临的严重问题。本研究评估了工作压力预防方法对情绪疲惫和工作压力决定因素（工作再设计行为、数量和情绪需求、领导、支持、自主权、团队文化和能力感）的影响，以及实施成功（管理层承诺、员工参与、实施过程中的沟通）对这些结果的影响。
采用干预组（4 所学校，N=102 名员工）和对照组（26 所学校，N=656 名员工）的准实验研究，在基线（T0）、一年（T1）和两年（T2）随访时使用问卷进行评估。采用多水平混合模型分析，检验干预组和对照组 T0 到 T2 期间条件和实施成功对情绪疲惫和工作压力决定因素变化的影响。
情绪疲惫未发现效果。与对照组相比，干预组 T0 到 T2 期间领导质量的改善更为显著。此外，实施成功与不必要的需求减少以及领导质量、团队文化和工作再设计行为增加有关。
本研究表明该方法对情绪疲惫没有直接影响，但确实对领导质量有有益影响。此外，结果表明，当成功实施时，该方法对其他工作压力决定因素（即工作再设计行为、不必要的需求和团队文化）也具有有益影响。结果表明，如果成功实施，该组织层面的干预措施有可能改善心理社会工作环境。
