Psychosocial Risk Management in the Teaching Profession: A Systematic Review

Abstract

Teachers are facing various job demands with psychosocial aspects being fundamental due to the nature of the occupation. Although teachers' work is associated with different psychosocial health risks, little is known on how to identify and tackle those. Thus, a systematic literature search as per the PRISMA statement was conducted via MEDLINE (PubMed), PSYNDEX (PubPsych), and ScienceDirect. Two reviewers independently screened 2261 titles and abstracts and 169 full-texts. According to the inclusion criteria established a priori , articles from peer-reviewed journals (English or German) on psychosocial risk management in teachers were incorporated. Despite a comprehensive and sensitive search, only four publications could be identified, outlining a process to implement risk management and different assessment tools. Taken together, data presented in the articles were scarce. Recommendations for process steps and the assessment of psychosocial risks can be derived from the findings. To implement effective psychosocial risk management in the teaching profession, further research is needed, though. Effective and practicable approaches, which are accepted by the target group, should be further developed and investigated. Relevant causes of occupational strain in the teaching profession must be identified and assessed reliably. Low-threshold interventions should be implemented, and the outcome must be evaluated afterward.

Psychological needs matter more than social and organizational resources in explaining organizational commitment

“…Psychosocial risk management is an obligation in Europe (see PRIMA‐EF.org), and school managers need to be considered in teachers’ psychosocial risk management (Wischlitzk, Amler, Hiller & Drexler, 2020). Furthermore, schools are particular environments, and teachers have to deal with disruptive pupil’s behavior as well as time pressure and emotional labor.…”

¿Cómo hacer una revisión sistemática siguiendo el protocolo PRISMA?

“…Una revisión sistemática (en adelante, RS) es un tipo de investigación científica en la que la unidad de análisis son los estudios originales primarios sobre una misma temática, es por esto por lo que, al investigar sobre lo ya investigado, se considera investigación secundaria (Ferreira-González et al, 2011). El objetivo de la RS es el de dar respuesta a una pregunta de investigación formulada de manera clara y concreta (Andreo-Martínez et al, 2022;Sánchez-Meca y Botella, 2010;Wischlitzki et al, 2020). A través de este tipo de investigación se puede ofrecer una perspectiva global y fiable del tema objeto de estudio, a fin de evitar posibles sesgos durante la investigación.…”

The Role of Teachers’ Constructivist Beliefs in Classroom Observations: A Social Cognitive Theory Perspective

“…Stress is a psychosocial phenomenon (Blascovich et al, 2001) which includes more implicit and psychosocial components as well as cognitive and motivational aspects (e.g., Mendes et al, 2008). Teachers face a variety of job demands in which psychosocial aspects are fundamental because of the nature of the teaching environment (Wischlitzki et al, 2020). In classroom observation activities, stress is often heightened when it comes to meeting the demands of peers' requests for improvement or standardized assessment items (Mourshed et al, 2010).…”