Effects of Psychosocial Risks on the Performance of Teacher-Researchers: Moroccan Context
1Mustapha AHMIMID, 2Said BALHADJ, 3Halima Elhoufi
1,2National School of Commerce and Management of Tangier- Abdelmalek Essaâdi University, Morocco
3Department of economics and management, Abdelmalek Essaâdi University, Tetouan, Tanger, Morocco
https://doi.org/10.47191/jefms/v7-i8-66
ABSTRACT:
In recent years, the concept of psychosocial risks has assumed enormous importance in working life. Indeed, PSR at work has become almost synonymous with work life and more specifically work stress, and it is widely accepted that work experiences can have a major impact on the psychological health of employees. Psychological risks are the human pressures that arise as a result of implementing an organization's strategy, and take different forms such as anxiety, pressure, violence, mental load and poor communication, musculoskeletal disorders and other pressures that are transmitted differently among employees depending on their position in the organization. Thus, mental health is an integral part of health and a state of happiness. In this state, a person can achieve self-actualization, overcome the normal pressures of life, engage in productive work and contribute to community life. Its degree is determined by social, psychological and biological factors. In the workplace, it is associated with psychosocial risk (PSR), which can cause a variety of discomforts and negative emotions about work. The assessment of PSR in the workplace is necessary, their identification allows to take preventive measures to have an objective impact on absenteeism, performance, productivity and health of workers and organizations In this sense, the objective of this work is to evaluate the prevalence of work-related psychological organizational constraints in the group of practicing teachers based on the Karasek model. This is a cross-sectional survey with data from 100 qualified teachers in elementary school, secondary schools and universities. The respondents were informed in advance of the purpose of the survey and the anonymity of the data. They are teachers, men and women of all ages, different learning levels, different cycles, different teaching professions and different levels of experience.
KEYWORDS:
Psychosocial Risks - Mental Health - Evaluation - Teachers – Stress
REFERENCES:
1) Allen, J., Balfour, R., Bell, R., & Marmot, M. (2014). Social determinants of mental health. International review of psychiatry, 26(4), 392-407.
2) Amri, A., Abidli, Z., Bouzaaboul, M., Mejdoub, S., Rabea, Z., Touhami Ahami, A. O., & Soulaymani, A. (2020). Psychosocial Risks of Moroccan Teachers: Study by the Karasek Questionnaire. Indian Journal of Public Health Research & Development,
3) Benmansour, N. (1998). Job satisfaction, stress and coping strategies among Moroccan high school teachers.
4) Brisson, C., Blanchette, C., Guimont, C., Dion, G., Moisan, J., Vézina, M. & Mǎsse, L. (1998). Reliability and validity of the French version of the 18-item Karasek Job Content Questionnaire. Work & Stress, 12(4), 322-336.
5) College of expertise on the statistical monitoring of psychosocial risks at work, 2011, Measuring psychosocial risk factors at work to control them, Paris, www.collegeriskspychosocials-travail.fr/index.cfm.
6) EH Friedman 1976 - Psychosocial factors in coronary risk and rehabilitation. Psychological Approach to the Rehabilitation of Coronary Patients.
7) J Leplat 2003 - Stress au travail et santé psychique de Neboit et Vézina- Perspectives interdisciplinaires sur le travail et la santé.
8) J Ngoya - 2016 - papyrus.bib.umontreal.ca. Étude des relations entre le développement professionnel des enseignants du postsecondaire et leur bien-être psychologique au travail.
9) Guerrero-Barona, E., Gomez del Amo, R., Manuel Moreno-Manso, J., & Guerrero-Molina, M. (2018). Psychosocial risk factors, perceived stress and mental health in teachers. Revista Clínica Contemporánea.
10) GOYETTE, N. (2014). WELL-BEING IN TEACHING: Study Of Character Strengths In Persevering Primary And Secondary Teachers In An Approach Focused On Positive Psychology.
11) Gollac & Volkoff, (2007) Mesurer les facteurs psychosociaux de risque au travail pour les maîtriser.
12) Hafsi, A. (2017). Le stress au travail chez les enseignants des collèges en Tunisie. Swiss Journal of Educational Research, 39(1), 57-74.
13) Jégo, S., & Guillo, C. (2016). Les enseignants face aux risques psychosociaux. Éducation & formations, (92), 77-113.
14) G. Jaoul, V Kovess - Annales Médico-psychologiques, Le burnout dans la profession enseignante Teacher’s burnout. Annales Médico-psychologiques, revue psychiatrique.
15) Langevin, V., BOINI, S., FRANÇOIS, M., & RIOU, A. (2011). Risques Psychosociaux, outils d'évaluation, Job Content Questionnaire (JCQ). Documents pour le médecin du travail, (125), 105-110.
16) M. Koleck, M. Bruchon-Schweitzer, F Cousson-Gélie, J Gilliard, B Quintard The body-image questionnaire: an extension. Perceptual and motor skills, 2002.
17) Mukamurera and Balleux (2013) Malaise dans la profession enseignante et identité professionnelle en mutation : le cas du Québec. Recherche & formation.
18) RA Karasek Jr. Administrative science quarterly, 1979. Job demands, job decision latitude, and mental strain: Implications for job redesign.
19) Siegrist J., 1996, "Adverse Health Effects of high-effort / low-reward conditions", Journal of Occupational Health Psychology, vol. 1, n° 1, p. 27-41.
20) P.Nasse, P Légeron, X Bertrand. Rapport sur la détermination, la mesure et le suivi des risques psychosociaux au travail.
