Association between working overtime and psychological stress reactions in elementary and junior high school teachers in Japan: a large-scale cross-sectional study

Furihata, Rika; Kuwabara, Makoto; Oba, Koji; Watanabe, Kazuhiro; Takano, Nao; Nagamine, Noritoshi; Maruyama, Yoko; Ito, Nobuhiro; Watanabe, Izumi; Tsubono, Kenjiro; Sakamoto, Junichi

doi:10.2486/indhealth.2021-0069

Cited by 11 publications

(10 citation statements)

References 16 publications

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“…These events included school trips, class visitations by parents, sports events, demonstration lessons involving attendance from other schools, and other extracurricular activities. The tasks related to these activities place a considerable workload on teachers in Japan 18) . These activities will contribute greatly to the growth and development of students and are likely to be of great significance in their lives.…”

Section: Discussionmentioning

confidence: 99%

Comparison of primary school teachers’ stress responses between pre-pandemic and pandemic periods: a large-scale nationwide survey in Japan

2023

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Section: Discussionmentioning

confidence: 99%

Comparison of primary school teachers’ stress responses between pre-pandemic and pandemic periods: a large-scale nationwide survey in Japan

2023

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“…The main factors contributing to overtime for 9-1-1 telecommunicators are understaffing and low retention rates (Moore, 2019). Previous studies described the mechanism of understaffing, overtime, and stress (Furihata et al, 2022;Northwest Center for Public Health Practice, n.d.;Stimpfel et al, 2022). More work hours increase stress and burnout and discourage recruits, leading to a staff shortage.…”

Section: Discussionmentioning

confidence: 99%

Effect of Mandatory and Voluntary Overtime Hours on Stress Among 9-1-1 Telecommunicators

Park,

Meischke,

Lim

2023

Workplace Health Saf

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Background: 9-1-1 telecommunicators are frequently exposed to indirect traumatic events that impact their mental and physical health and are often required to work overtime with rotating shifts. Previous studies reported various harmful effects of overtime on the health and well-being of workers, such as musculoskeletal injuries, burnout, low job satisfaction, fatigue, and intent to leave. However, there is limited research on the impact of overtime hours on 9-1-1 telecommunicators’ stress symptoms, especially mandatory overtime hours. This study aimed to examine the relationship between overtime hours—mandatory and voluntary—and the level of stress symptoms among 9-1-1 telecommunicators. Methods: We used secondary data from the surveys of the “Multi-tasking to hyper-tasking: Investigating the impact of Next Generation 9-1-1” study for analysis. Linear mixed-effects regression was applied to examine the association of overtime hours with the stress level. Results: Of the 403 participants, 47.6% reported that they were required to work mandatory overtime, and the mean mandatory overtime was 7.51 ( SD = 12.78) hours in the past month. 58.3% reported working voluntary overtime, and the mean voluntary overtime was 11.63 ( SD = 17.48) hours. This study found that mandatory overtime hours were associated with an increase in self-reported stress symptoms (β = 0.30, p = .002), whereas no significant association was found between voluntary overtime and the level of stress symptoms (β = −0.01, p = .885). Conclusion/Application to Practice: Study results highlight the importance of reducing mandatory overtime in call centers as one possible strategy for reducing stress levels among this critical workforce.

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“…Regarding workload of clerical tasks, a relatively high percentage of teachers chose this as a main stressor, however, the association with stress response scores was practically significant only among vice-principals and diet and nutrition teachers. Previous studies indicated that paper-work associated with teaching and other peripheral tasks were significantly stressful for teachers (69,70). Clerical work, such as document preparation and other related duties, constitute approximately 5.6 h per week in Japan, more than double the average for all surveyed countries (20).…”

Section: Tenured Teacher Fixed-term Teachermentioning

confidence: 98%

The analysis of main stressors among high-stress primary school teachers by job positions: A nationwide survey in Japan

Tsubono

Ogawa

2022

Front. Public Health

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ObjectivesA school teacher's job is considered one of the most stressful occupations worldwide. To maintain the mental health of teachers, it is crucial to clarify the factors affecting work-related stress among teachers. The present study thus aimed to examine the main stressors among primary school teachers considering the difference in job positions by using data from a large-scale nationwide survey.MethodsWe analyzed the data from a nationwide survey of public school teachers conducted between June and December 2021. The total number of participants was 138,651. The information of perceived main stressors, working hours per day, job workloads, job control, workplace support, and stress response scores were assessed by job position.ResultsAmong all teachers' job positions, the working hours of vice-principals were the longest, but their stress response scores were the second lowest. In contrast, the stress response scores among diet and nutrition teachers and health education teachers were the highest; their supervisors' and co-workers' support scores were the lowest among all teachers. Quantitative and qualitative workloads, job control, workplace support from supervisors and co-workers are significantly associated with teachers' stress responses in all job positions. Perceived main stressors among teachers were different depending on job positions. However, regardless of job positions, relationships with supervisors and co-workers were significantly associated with stress response scores among teachers. Dealing with difficult students and parents as well as workloads of clerical tasks were also associated with teachers' stress responses depending on job positions.ConclusionsPerceived main stressors among teachers were different depending on job positions. However, relationships with supervisors and co-workers were significantly associated with stress response levels among teachers regardless of job positions. This study highlighted the importance of interpersonal relationships at the workplace in terms of teachers' mental health. The results suggest that providing interpersonal skills training targeting co-workers' relationships and harassment prevention measures would be crucial to maintain teachers' mental health. The results also suggest that increasing school staff and providing sufficient organizational support for teachers will be required to prevent teachers' burnout.

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Association between working overtime and psychological stress reactions in elementary and junior high school teachers in Japan: a large-scale cross-sectional study

Cited by 11 publications

References 16 publications

Comparison of primary school teachers’ stress responses between pre-pandemic and pandemic periods: a large-scale nationwide survey in Japan

Comparison of primary school teachers’ stress responses between pre-pandemic and pandemic periods: a large-scale nationwide survey in Japan

Effect of Mandatory and Voluntary Overtime Hours on Stress Among 9-1-1 Telecommunicators

The analysis of main stressors among high-stress primary school teachers by job positions: A nationwide survey in Japan

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