08 SES 11 B, Professional Development and Wellbeing of Teachers and Health Educators
Parallel Paper Session<br /> Chair: Peter Paulus
The purpose of this paper is to describe basic survey results on school community staffs’ occupational well-being connected to various aspects of the worker and work, working conditions, and to outline development needs in school communities in Finland and Estonia. Earlier studies have shown that teachers' work is considered mentally demanding (Wu et al., 2006; Bauer et al., 2007; Jin et al., 2008; Yang et al., 2009). For instance, according to Bauer et al. (2007), nearly 30% of German teachers suffer from significant mental health problems. In addition to negatively affecting one’s mental resources, work-related stress and excessive work-load also cause physical (Yang et al., 2009) and psychosomatic symptoms (e.g. headaches, insomnia) (Jin et al., 2008) on teachers. A high workload for teachers is a risk factor for e.g. the emergence of pains in the neck and upper limb area (Chiu & Lam, 2007). In addition to overloading caused by one’s work, working conditions are linked to work-related stress and the well-being of school staffs (Sveinsdottir et al., 2007; Konu et al., 2010). Several international and national studies have pointed out that maintenance of school buildings, ventilation of teaching premises, acoustics, teaching aids and furniture need more development (Putus 2010).
This study was based on the premise that the occupational well-being of school staff can be promoted through actions that maintain their ability to work. These actions are: promoting individuals’ health and resources; improving the functionality of the working community and organisation; developing professional competence and improving work and working conditions (Saaranen et al., 2006). The baseline results of the action research project that targeted the areas of ‘the worker and work’ (health, mental and physical workload, individual resources and the factors influencing them such as mentoring and rehabilitation) and working conditions (physical working environment including physical, biological and chemical factors and safety at work including working postures and equipment) are presented here, along with an outline of development needs of the Finnish and Estonian school communities. The goal of these baseline results was to produce descriptive research information that could be used in the development of occupational well-being in schools within this action research project. The research framework also allowed comparison between the results gathered from the Finnish schools with the data from the Estonian schools.
Bauer, J., Unterbrink, T., Hack, A., Pleifer, R., Buhl-Griebhaber, V., Müller, U. et al. 2007). Working conditions, adverse events and mental health problems in a sample of 949 German teachers. International Archives of Occupational and Environmental Health, 80(5), 442–449. Chiu, T.T.W. & Lam P.K.W. 2007. The prevalence of and risk factors for neck pain and upper limb pain among secondary school teachers in Hong Kong. Journal of Occupational Rehabilitation, 17(1), 19–32. Jin, P., Yeung, A.S., Tang, T-O., & Low, R. 2008. Identifying teachers at risk in Hong Kong: psychosomatic symptoms and sources of stress. Journal of Psychosomatic Research, 65(4), 357–362. Konu, A., Viitanen, E., & Lintonen,T. 2010. Teachers’ wellbeing and perceptions of leadership practices. International Journal of Workplace Health Management, 3(1), 44–57. Putus, T. 2010. Koulun työolot ja niiden arviointi (Working conditions of the school and their evaluation)”, in Rimpelä, M., Fröjd, S. & Peltonen, H. (Eds.), Hyvinvoinnin ja terveyden edistäminen perusopetuksessa 2009. Perusraportti (Promotion of Welfare and Health in the Basic Teaching 2009, Basic Report), Koulutuksen seurantaraportit 2010:1. Vammalan kirjapaino Oy, Sastamala, pp. 116–27. Saaranen, T., Tossavainen, K., Turunen, H., & Vertio, H. 2006. Development of occupational well-being in the Finnish European Network of Health promoting Schools. Health Education, 106(2), 133–154. Sveinsdóttir, H., Gunnarsdóttir, H., & Friðriksdóttir, H. 2007. Self-assessed occupational health and working environment of female cabin crew, nurses and teachers”, Scandinavian Journal of Caring Science, 21(2), 262–273. Yang ,X., Ge, C., Hu, B., Chi, T., & Wang, L. 2009. Relationship between quality of life and occupational stress among teachers. Public Health, 123(11), 750–755. Wu ,S., Li, J., Wang, M., Wang, Z., & Li, H. 2006. Short communication: intervention on occupational stress among teachers in the middle schools in China. Stress and Health, 22(5), 329–336.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.