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To improve the health status of teachers, there is a need for good and reliable instruments to continuously assess their mental health. The current study proposed the GHQ-12 questionnaire as an appropriate instrument for measuring the mental health of teachers. The GHQ-12 is a well-established screening instrument that has mostly been applied in non-teaching samples. In the current study, the psychometric properties of the questionnaire were analyzed using a large sample of German teachers (N = 3996). The data was collected yearly over an extended period of time (2012–2020). Results showed good to very good reliability, as well as high correspondence to burnout and life satisfaction scales. Principal axis factor analysis supported a two-factor structure: Factor 1 represents “depression/stress” and Factor 2 represents “loss of confidence”. However, the mental health of the investigated teachers was worse than that of a representative sample in Germany. Consequently, this study highlighted the fact that the teaching profession is vulnerable to mental strain and underlined the importance of promoting prevention programs that could help to sustain and foster the mental health of teachers. In this context, the GHQ-12 could be proposed as a good and economic tool to assess and analyze mental health in German teachers. The presented norm could help practitioners and teachers to compare individual scores within a larger peer group.

BACKGROUND: There has been a trend to implement open space offices: wide-spread office floors with modern and colourful furniture. However, there is limited scientific knowledge on the effects of Open Space Offices (OSO). Studies are scare and show heterogeneous results. OBJECTIVE: By using the Job Demands-Resources model as a conceptual framework, the present study aimed at investigating the influence of subjective and objective features of the OSO (i.e., office size, desk-sharing, openness) next to classical psychosocial working conditions (i.e., demands, resources) on irritation and subjective well-being. METHODS: Cross-sectional and longitudinal data out of four different organisations (490 participants, 43.73 years of age, SD = 12.02) were used. RESULTS: Results showed that both features of the OSO and working conditions play a role in well-being at work. In line with current studies, job demands and resources contributed more to irritation and subjective well-being than features of the OSO. CONCLUSION: The influence of traditional psychosocial working conditions has so far been neglected in research on OSOs. However, their contribution to employees’ well-being next to features of the OSO could explain the heterogeneous findings of the existing research on well-being in OSOs. Thus, when implementing OSOs, employees’ well-being can only be enhanced if working conditions are targeted in parallel.

The current study aimed at investigating feasibility of a self-administered task-switching training in a middle-aged working population. Eighty-one caregivers (41–62 years old) were instructed to train at home 8 times either within a 7- or 14-day interval. Only 56.7% performed more than 50% of the instructed number of training sessions. However, compliant caregivers (who completed more than 4 training sessions) showed significant training gains and transfer to an untrained task-switching task. Although transfer effects to other cognitive tasks were not found, trained participants tended to report fewer everyday memory failures than a control group. In conclusion, the implementation of a home-based task-switching training in everyday life of caregivers is possible. However, there is only limited evidence for generalization of results of previous laboratory studies. Adherence and transfer to other cognitive tasks are discussed as important challenges in conveying laboratory findings into real life.

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