Physiological and Psychological Strain in Elementary School Teacher

Background: Musculoskeletal disorders (MSD) are the leading cause of pain and loss of function, and are complex complaints of high prevalence, resulting in high costs and the psychosocial disadvantages of these patients. The prevalence of work-related physical stress in primary school teachers worldwide depending on the region ranges from 32% to 67%. Schoolteachers also represent an occupation group among which there appears to be a high prevalence of MSD. Many studies have shown that musculoskeletal pain (MSP) impairs quality of life (QoL) to a varying extent. For working populations, musculoskeletal disorders (MSDs) are considered as being responsible for a substantial impact on QoL and incurring a major economic burden in compensation costs and lost wages. Since being a reason for seeking healthcare, MSDs decrease productivity at work, cause absence due to sickness and even to early retirement.

Musculoskeletal pains top the list of the most common work-related ailments in Austria. In 2018, they were the third-leading cause for taking sick leave. MSD is one of the leading causes of ill-health retirement among schoolteachers. Gender, age, length of employment and awkward posture are found to be associated with higher MSD prevalence rates among teachers. Primary School teachers spend 25% of time in squatting, kneeling, or sitting position on the floor. An additional 26% of their time was spent sitting on small, child-sized furniture. 18% of teachers' activities were involved in flexing at the trunk greater than 20°. Classroom is configured for primary school pupils. The intensity and frequency correlated with ergonomic factors in the work environment.

Beside physical pressures in teachers work, the occupational engagement and individual coping capacity are very important. Schaarschmidt and Kieschke found four types of work-related coping behaviours. These types include psychological aspects of the health. Particular attention is paid to the question of personality factors that facilitate a health-promoting approach to the demands of the profession. The picture for teachers is quite problematic. The teaching profession appears to be associated with higher health risks than other fields of employment. Furthermore, striking gender differences were observed. Female teachers apparently suffer from greater stress than their male colleagues. On the other hand, there are hardly any school-specific or regional differences. Personality traits that prove beneficial for the teaching profession are, in particular, conscientiousness, extraversion and psychological stability. Increased neuroticism is a risk factor for experiencing professional stress and burnout. A low level of neuroticism is a favorable personal disposition in the teaching profession, since everyday teaching is characterized by diverse and permanent social interactions. Therefore, teachers should be expressive, enjoy communicating, be confident, and assertive in socio-communicative situations. In addition, appreciative behavior, friendliness and empathy, team and problem-solving skills are advantageous for teachers.

Schaarschmidt was able to show by coping patterns that in the context of school in Germany and Austria there is a critical distribution of these coping patterns regardless of the type of school. In all school types, at least 50% of the teachers are in the risk patterns (overload, burn-out) and just under 20% are in the healthy pattern, in which there is sufficient positive experience of work, commitment and resilience to the challenges of the profession. This picture becomes even more problematic when one compares the pattern distribution between female and male teachers. A shift to the disadvantage of female teachers is evident in all school types.

Both, musculoskeletal pains and psychological stress, has a great influence on the health and quality of life of primary school teachers.