Gender differences in the relationships between perceived individual-level occupational stress and hazardous alcohol consumption among Japanese teachers: A cross-sectional study.

Most teachers have a high risk of work-related stress and mental disorders. Drunken driving and hazardous alcohol consumption (HAC) among teachers are social problems. Gender differences among teachers in burnout, occupational stress, self-efficacy and job satisfaction were reported. This study aimed to clarify gender differences in the relationships between perceived individual-level occupational stress and HAC among Japanese teachers. A cross-sectional study was conducted in 2013 and a total of 723 male and 476 female teachers remained after excluding non-drinkers. Perceived individual-level occupational stress was assessed using the Generic Job Stress Questionnaire. HAC was defined as ethanol consumption greater than or equal to 280 g in 1 week for male teachers, and greater than or equal to 210 g for female teachers. Multiple logistic regression analyses were conducted. HAC was identified in 16.6% of male and 12.4% of female teachers. The average ages (± standard deviation: SD) of male and female teachers were 46.9 ± 10.9 years and 39.9 ± 12.3 years, respectively. Schoolteacher was the most common position classification among male (48.7%) and female teachers (86.3%). For those with a moderate level of stress, "social support from supervisors" was associated with HAC among males (odds ratio [OR] = 0.43, 95% confidence interval [CI] = 0.23-0.8), whereas for female teachers with a high level of stress, "variance in workload" was associated with HAC (OR = 2.09, 95% CI = 1.04-4.24), using an adjusted model. This study showed that moderate social support from supervisors was negatively related to HAC among male teachers, and high variance in workload was positively related to HAC among female teachers. Gender differences need to be considered when developing HAC prevention strategies for teachers.

Relationship between depressive symptoms and perceived individual level occupational stress among Japanese schoolteachers.

Japanese teachers are mentally and physically burdened with various work stressors. This cross-sectional study examined the relationship between depressive symptoms and perceived individual level occupational stress including role problems among Japanese schoolteachers. This study included 1,006 teachers working in public schools in a Japanese city. The Japanese version of Zung's Self-Rating Depression Scale (SDS) was used to evaluate depressive symptoms, and the Generic Job Stress Questionnaire was used to evaluate occupational stress and three measures of social support. Subjects with SDS scores of more than 50 were categorized into the "depressive group." We examined the relationship between depressive symptoms and perceived individual level occupational stress using multiple logistic regression analyses. A total of 202 (20.1%) teachers belonged to the depressive group. We found that high role ambiguity, high role conflict, high quantitative workload, and low social support from family or friends were significantly related to depressive symptoms. To moderate role ambiguity and role conflict experienced by teachers, it is necessary to clarify the priority order of teachers' work. Furthermore, it is necessary to reduce workload by focusing on the content of teachers' work and the setting of education itself. Focusing on these elements will reduce teachers' depressive symptoms.

Aggression in Teachers is Related to Role Conflict and Role Ambiguity as Occupational Stress.

BACKGROUND: Aggression in the workplace is increasingly recognized as a serious problem, but there are few studies about worker aggression toward outsiders in the workplace. We investigated the association between aggression and occupational stress among teachers. METHODS: This was a cross-sectional study of 1583 teachers, principals, and vice-principals. Aggression was measured using the Japanese version of the Buss-Perry Aggression Questionnaire (BAQ). The survey respondents were classified into tertiles according to the BAQ score. The high BAQ group was defined as the upper tertile for the BAQ total score (BAQ total score 625). Occupational stress was measured using the Japanese version of the Generic Job Stress Questionnaire. Comparisons among the groups were performed using multiple logistic regression analysis. RESULTS: Of the 1583 respondents, 488 were included in the high BAQ group. After adjusting for demographic and occupational variables, high role conflict and role ambiguity were significantly associated with belonging to the high BAQ group. In subscales of the BAQ, high role conflict and role ambiguity related to high levels of hostility, and physical aggression. CONCLUSIONS: Occupational stress such as role conflict and role ambiguity was associated with aggression among teachers. It is necessary to reduce problems which relates to role conflict and role ambiguity for preventing teachers' aggression.