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Validity and reliability of the Malay version multidimensional scale of perceived social support (MSPSS-M) among teachers

Lee SC, Moy FM, Hairi NN

Qual Life Res, 2017 01;26(1):221-227.
PMID: 27349250 DOI: 10.1007/s11136-016-1348-9

PURPOSE: The multidimensional scale of perceived social support (MSPSS) was developed to measure perceived social support. It has been translated and culturally adapted among natives literate in the Malay language. However, its psychometric properties for teachers who are majority females and married have not been assessed.
METHODS: This was a cross-sectional study conducted among the public secondary school teachers in the central region of Peninsular Malaysia from May to July 2013. A total of 150 and 203 teachers were recruited to perform exploratory factor analysis and confirmatory factor analysis (CFA), respectively. Reliability testing was evaluated on 141 teachers via internal consistency and two-week interval test-retest.
RESULTS: The 12-item three-factor structure of MSPSS-M was revised to 8-item two-factor structure. The revised MSPSS-M demonstrated excellent fit in CFA with adequate divergent and convergent validity and good factor loadings (0.80-0.90). The revised MSPSS-M also displayed good internal consistency with Cronbach's alpha of 0.91, 0.93 and 0.92 and good test-retest reliability with intraclass correlation of 0.89, 0.88 and 0.88 in the total scale, family and friends factors, respectively.
CONCLUSION: The revised 8-item MSPSS-M is a reliable and valid tool for assessment of perceived social support among teachers.

Matched MeSH terms: School Teachers/psychology*
Fulltext Understanding of peace and peace building among young children, parents and teachers in several pre-schools in Malaysia

Ng, Soo Boon, Siew, Siew Kim, Regina Joseph Cyril

Malaysian Journal of Qualitative Research, 2019;5(2):47-58.
MyJurnal

Starting peace-building in early childhood is crucial as this is the best time to model a harmonious personality as well as exposure to value-based curriculum. Peace-building helps in preventing conflict and violence among peers, at home and in the community. In Malaysia, the elements of moral values such as tolerance, respect and unity are integrated across the National Preschool Curriculum in order to instill the awareness of maintaining peace and unity. This qualitative study aimed to explore the perspectives of the children, parents and teachers regarding peace and peace-building. Instruments in the form of questions were sent to various kindergarten teachers from public and private setting including those from urban and rural areas. Seven preschools responded. Interview of children, parents and teachers were conducted and transcribed through a focal point from each school and sent back to the researchers for analysis. Constant comparative method analysis was used where categories were created. Based on the analysis, children’s perception of peace is predominantly linked to love and orderliness and is within the environment they live in; whereas parents and teachers have more comprehensive and complicated views of peace which is related to harmony and tolerance in a bigger perspective. Children perceived peace-building pragmatically, to them peace-building just happened in everyday living. They perceived cleaning up, helping each other, sharing happiness, listening and cooperating as actions for peace-building. Parents and teachers understood their roles in creating peace for the young children; and unanimously agreed that they must be the role model for the children in creating peace. Parents and teachers believed that the immediate environment children live in must be harmonious, caring, and loving so that they can build up the character of their children who will love and practice peace in their own life. Methodology of peace building adopted by parents and children were mainly dialogue, negotiation and situational learning.

Matched MeSH terms: School Teachers
Fulltext Translating knowledge to attitude: a survey on the perception of bystander cardiopulmonary resuscitation among dental students in Universiti Sains Malaysia and school teachers in Kota Bharu, Kelantan

Chew KS, Yazid MN, Kamarul BA, Rashidi A

Med J Malaysia, 2009 Sep;64(3):205-9.
PMID: 20527268

This voluntary, anonymous questionnaire survey was performed to assess the willingness of Basic Life Support (BLS) participants to perform bystander cardiopulmonary resuscitation (CPR). A total of 55 dental students and 73 school teachers were assessed on their willingness to perform bystander CPR after completion of their BLS training. In general, only 29.0% of the total 128 participants said that they would offer to perform CPR under any cardiac arrest condition and 69.0% said that they would just offer to call the ambulance but they would not offer to perform CPR. When analyzed separately, only 16.4% of school teachers said that they would perform CPR as compared to 45.5% of dental students (p < 0.001). Knowing how to perform CPR does not necessarily translate into willingness to perform CPR.

Matched MeSH terms: School Teachers
Fulltext Towards developing and validating Quality Physical Education in schools-The Asian physical education professionals' voice

Ho WKY, Ahmed MD, Khoo S, Tan CH, Dehkordi MR, Gallardo M, et al.

PLoS One, 2019;14(8):e0218158.
PMID: 31369586 DOI: 10.1371/journal.pone.0218158

Physical education professionals aim to develop quality programmes for physical education. This study aimed to develop and validate a scale using professionals' perceptions of Quality Physical Education QPE in Asia using twenty-four items regarding QPE quality issues. The items covered status and roles, development of educational elements and supportive features in physical education. A sample of N = 799 sport and physical education professionals from eleven Asian cities participated in this questionnaire survey. Twenty-four items relating to QPE were examined via exploratory factor analysis (EFA) using maximum likelihood extraction and direct oblimin rotation methods. Nevertheless, only 20 items were extracted following the EFA examination. Items 1, 9, 14 and 18 were excluded because of low factor loadings. The remaining items were clustered into four subscales: Development and Supportive Elements for Quality Physical Education in Schools (DSFQPE; α = .918), Core Values of Quality Physical Education (CVPE; α = .908), Curriculum Arrangement of Physical Activities (CAPA; α = .884) and Provision and Norms in Physical Education (PNPE; α = .865). The Cronbach's alpha coefficient (α = .875) indicated excellent internal consistency for the overall measure. Furthermore, the 4 retained factors from the EFA were assessed via robust confirmatory factor analysis (CFA). The 4-factor model demonstrated a good fit with the data (CMIN/DF = 3.450, CFI = .928, TLI = .916, PCFI = .801, RMSEA = .078). The study identified a 4-factor structure with internal consistency and acceptable interfactor correlations. The structure seemed to be applicable, including the twenty items identified as useful and necessary tools for the framework of analysis in the investigation of diverse settings for the study of quality physical education.

Matched MeSH terms: School Teachers/psychology*
Fulltext The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science

Siew NM, Amir N, Chong CL

Springerplus, 2015;4:8.
PMID: 25674494 DOI: 10.1186/2193-1801-4-8

Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers' perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

Matched MeSH terms: School Teachers
Fulltext The level of self-esteem among novice physical educations teachers

Che Hasan Sabri TH, Muhamad TA

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(1):65-76.
MyJurnal

The purpose of this study was to identify whether a novice teachers have a self-esteem while teaching physical education. This study access the level of self-esteem among novice teachers between gender and option teachers teach in physical education. This study is a quantitative research survey and this study design is selected using questionnaires based on Rosenberg self-esteem scale for collecting data. 30 novice physical education teachers have been selected from one of the schools in the district of Sepang, Selangor. 15 males and 15 female teachers were randomly selected from the target group. The data were analyzed using SPSS version 22.0 for frequency distribution, mean, standard deviation and independent sample t-test to measure the level of self-esteem of teachers with the dependent variable. The study found that there was no significant difference between the level of self-esteem between genders. While in terms of options, there are significant differences in the level of self-esteem for non-option physical education teachers. The self-esteem level among novice teachers are very important to enhance the quality of learning, especially in the subjects of physical education.

Matched MeSH terms: School Teachers
Fulltext The implementation of 1 student 1 Sport Policy among secondary school teachers in Kluang, Johor

Ahmad MF, Muhamad TA, Surat S, Hassim JZ, Lamat SA

Jurnal Sains Sukan & Pendidikan Jasmani, 2016;5(2):24-43.
MyJurnal

The implementation of the 1 Student 1 Sport Policy (D1M1S) focuses on the involvement of students who are less active in sports activities in order to polish and further developed their talent potential. It is
believed that the responsibility and the role of teachers are vital in ensuring the implementation of D1M1S conducted at the school level. However, the use of teachers as executors in ensuring that this policy is carried out must be studied and identified to achieve the goal of D1M1S besides improving the quality of work to a higher level. This study was conducted to identify the implementation level of D1M1S among teachers in secondary schools in Kluang, Johor, implementation of D1M1S based on gender differences and category of school and existing relationships such as elements of skill, understanding,
commitment and sports facilities. The key success of D1M1S implementation is closely
related to the teachers as executors. This study was carried out on 389 secondary school
teachers in Kluang, Johor. Questionnaire containing 36 items was developed and
administered to measure the elements of skill, commitment, understanding and sport
facilities. Cronbach Alpha reliability coefficient value of the instrument was 0.95. The data
were analysed using descriptive statistics (mean, standard deviation and frequency) and
inferential analysis (independent samples t-test and Pearson correlation). The findings
showed high level of understanding towards D1M1S while the elements of skill, commitment
and sports facilities were at a moderate level. In addition, there were significant difference in
terms of mean scores reported for the implementation of D1M1S based on the genders of the
teachers with the skills element (p = 0.00

Matched MeSH terms: School Teachers
Fulltext The effectiveness of a voice care program among primary school teachers in northeastern Malaysia

Sundram ER, Norsa'adah B, Mohamad H, Moy FM, Husain NRN, Shafei MN

Oman Med J, 2019 Jan;34(1):49-55.
PMID: 30671184 DOI: 10.5001/omj.2019.08

Objectives: We sought to determine the effectiveness of a voice care program among primary school teachers in a northeastern district in Malaysia.
Methods: We conducted a randomized community trial in eight primary schools in a northeastern district in Malaysia. The self-administered and validated Malay-Voice Handicap Index-10 (M-VHI-10) questionnaire was used to assess overall voice handicap scores pre-intervention and eight weeks post-intervention. Teachers with a score of five or more (n = 86) were randomized into intervention (n = 41) and control groups (n = 45). The intervention group received portable voice amplifiers and vocal hygiene instruction, which was delivered by lectures and a booklet. The control group was not prescribed any intervention.
Results: The sociodemographic, lifestyle, and occupational characteristics of the teachers (except maximum number of students per class) were similar between both groups. The baseline M-VHI-10 scores between both groups were also comparable. After the intervention phase, there was a significant effect observed in the total M-VHI-10 scores (p = 0.021, F-stat (df): 5.33 (1,79)) between both groups after controlling for the maximum number of students per class.
Conclusions: Our results support the use of voice amplification in adjunct with vocal hygiene instruction as a prevention and treatment modality to reduce voice handicap among teachers. Our study demonstrated encouraging evidence on the low-cost voice care program as well as the success of group and workplace-based approaches in the school setting.

Matched MeSH terms: School Teachers
Fulltext The effect of oral health education seminar on the oral health knowledge, practice and perception of role of the preschool teachers

Mohd Nor, N.A., Zakaria, S., Amminudin, N.H., Malik, N.A., Mohd Khairi, A.M.

Ann Dent, 2013;20(2):4-8.
MyJurnal

Background: In Malaysia, preschool teachers have long been utilised as oral health educators. However their level of oral health knowledge and effectiveness of the training they received are seldom investigated. This study aims to evaluate the of oral health education seminar (OHE) held for public preschool teachers (KEMAS) in terms of the improvement of their knowledge, practices and attitudes.
Methods: This was a one arm interventional study (before and after survey following OHE seminar intervention). All KEMAS preschool teachers (n=107) in Hulu Terengganu were invited to attend OHE seminar which consisted of 1 hour lecture and 40 minutes OHE demonstration. Pretest questionnaire was collected before the seminar started and post-test questionnaire was collected two weeks later. A self-administered questionnaire used in this study was adapted from “preschool teachers’ knowledge, practices and attitudes towards oral health”, National Oral Health Survey of Preschool Children, 2005. Data were analysed using descriptive and McNemar test, SPSS version 15.0.
Results: Of 107 subjects, only 61 teachers responded yielding to 57% response rate. All subjects were female with mean age of 46 years (SD: 6.03). Overall, there was an improvement of teachers’ oral health knowledge, practices and attitudes after the seminar. Several items seem to have be improved significantly after the seminar, for example knowledge item on factors causing periodontal disease (p=0.03). In terms of practice, all teachers reported they brushed teeth at least twice daily using fluoridated toothpaste and use of dental floss was increased significantly after the seminar (p<0.001). Majority of teachers have positive perceptions on their roles in oral health education.
Conclusion: Oral health education seminar appeared to be effective at influencing certain aspects of teachers’ oral health knowledge, practices and attitudes.
Keywords: attitudes, knowledge, oral health promotion, practice, preschool teachers

Matched MeSH terms: School Teachers*
Fulltext The association between the attention deficit hyperactivity disorder(ADHD) symptoms and bully/victim problem among malaysian sixth-graders

Wan Ismail WS, Nik Jaafar NR, Mohd Daud TI, Shah SA, Ismail A, Shafiee Z

ASEAN Journal of Psychiatry, 2010;11(1):79-86.
MyJurnal

Objective: School bullying in Malaysia is on the rise. While efforts are put together to combat the problem, the psychiatric aspect has been neglected. This is a cross-sectional study aimed to determine the association between the symptoms of ADHD and bully/victim problems among Malaysian sixthgraders attending primary schools in Kuala Lumpur.
Methods: A total of 410 sixth-graders from seven randomly selected schools were assessed with regards to bully/victim problems and ADHD symptoms using self-reported questionnaires. Malaysian Bullying Questionnaire was used to rate bully/victim problems while ADHD symptoms were assessed using ConnersWells’ Adolescent Self-report Scale (CASS). Teachers and parents also assessed students’ ADHD symptoms using Conner’s Teachers Rating Scale (CTRS) and Conner’s Parents Rating Scale (CPRS), respectively.
Results: Self-reported questionnaires showed that 61.2% of the children were involved in bully/victim problems. The ADHD symptoms were found significant in relation to bully/victim problems as tested by multiple logistic regression. Only students and parents reported significant ADHD symptoms among the bully/victim groups. The ADHD symptoms reported by students were significant among bullies(OR=0.59,CI=0.42-0.83, p

Matched MeSH terms: School Teachers
Fulltext Teacher Reporting Attitudes Scale (TRAS): confirmatory and exploratory factor analyses with a Malaysian sample

Choo WY, Walsh K, Chinna K, Tey NP

J Interpers Violence, 2013 Jan;28(2):231-53.
PMID: 22902514 DOI: 10.1177/0886260512454720

The Teacher Reporting Attitude Scale (TRAS) is a newly developed tool to assess teachers' attitudes toward reporting child abuse and neglect. This article reports on an investigation of the factor structure and psychometric properties of the short form Malay version of the TRAS. A self-report cross-sectional survey was conducted with 667 teachers in 14 randomly selected schools in Selangor state, Malaysia. Analyses were conducted in a 3-stage process using both confirmatory (stages 1 and 3) and exploratory factor analyses (stage 2) to test, modify, and confirm the underlying factor structure of the TRAS in a non-Western teacher sample. Confirmatory factor analysis did not support a 3-factor model previously reported in the original TRAS study. Exploratory factor analysis revealed an 8-item, 4-factor structure. Further confirmatory factor analysis demonstrated appropriateness of the 4-factor structure. Reliability estimates for the four factors-commitment, value, concern, and confidence-were moderate. The modified short form TRAS (Malay version) has potential to be used as a simple tool for relatively quick assessment of teachers' attitudes toward reporting child abuse and neglect. Cross-cultural differences in attitudes toward reporting may exist and the transferability of newly developed instruments to other populations should be evaluated.

Matched MeSH terms: School Teachers
Fulltext Systematic review on the prevalence of illness and stress and their associated risk factors among educators in Malaysia

Tai KL, Ng YG, Lim PY

PLoS One, 2019;14(5):e0217430.
PMID: 31136594 DOI: 10.1371/journal.pone.0217430

BACKGROUND: Despite evidence of physical (illness) and mental (stress) health problems, there appears to be a lack of studies or concern regarding occupational safety and health among educators in Malaysia.
OBJECTIVE: To review the prevalence of illness, stress, and corresponding risk factors among educators in Malaysia.
METHOD: Scopus, ProQuest, PubMed, ScienceDirect, CAB, and other computerized databases were searched according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to identify studies published between January 2013 and April 2019 on the prevalence and associated risk factors of illness and stress among educators (S1 Checklist). The keywords used included educator, teacher, lecturer, academic staff, teaching profession, university staff, academician, faculty, illness, injury, disease, pain, WMSD, dysphonia, hoarseness, stress, mental health, strain, health problem, disorder, and/or Malaysia. Selected studies were evaluated by quality assessment.
RESULTS: Twenty-two articles fulfilled the eligibility criteria. The prevalence of illness and stress was determined for low back pain (33.3-72.9%); upper back pain (33.33-56.4%); neck/shoulder pain (40.4-80.1%); upper arm discomfort (91.3%); forearm pain (89.6%); wrist pain (16.7-93.2%); hip pain (13.2-40.9%); thigh discomfort (91.8%); lower leg discomfort (90.5%); knee pain (23.7-88.0%); ankle/feet pain (19.3-87.7%); elbow pain (3.5-13.0%); voice disorder (10.4-13.0%) and stress (5.5-25.9%). Sex, education level, teaching experience, quality of life, anxiety, depression, coping styles, and others were reported as associated risk factors across the studies.
CONCLUSIONS: There appears to be a cause for concern regarding musculoskeletal disorders, voice disorder, and stress reported among educators in Malaysia. While most risk factors matched those reported in studies elsewhere, others such as school characteristics (school level, government or private school, and location [rural/urban]) have not been investigated.

Matched MeSH terms: School Teachers*
Fulltext Student, Teacher, and School Counselor Perceptions of National School Uniforms in Malaysia

Woo JM, Tam CL, Bonn GB, Tagg B

Front Psychol, 2020;11:1871.
PMID: 32849098 DOI: 10.3389/fpsyg.2020.01871

The national school uniform remained a requirement for all primary and secondary school students in Malaysia since its first introduction by the British missionaries in the nineteenth century. Although it is commonly thought that wearing uniforms improve cohesion among students, little research has been done to investigate the perception of national school uniforms and perceived cohesion among Malaysian students. The aim of the current study is to explore the experiences of former students, teachers and school counselors in relation to Malaysia's national school uniform policy, their influence on student life, and their relationship to school and national cohesion. Three studies were conducted. In Study 1, Malaysian secondary school graduates (N = 192) completed a self-report questionnaire with close and open-ended questions. In Study 2 and study 3, secondary school teachers (N = 10) and school counselors (N = 6) participated in semi-structured interviews, respectively. Although students felt the uniforms were unattractive, they had neutral to somewhat positive feelings about them overall. They did not report greater school cohesion or national identity related to uniforms but did report that uniforms lessened the importance of socioeconomic and other differences. Teachers and counselors reported similar views; they did not perceive much influence on national or school identity but did see advantages in terms of discipline and the lessening of student inequality. Generally, teachers and counselors were in favor of school uniforms but some suggested that uniform designs could be more culturally inclusive, particularly in regard to Muslim and non-Muslim students. Limitations of using non-representative sampling and future direction for Malaysian school uniforms were discussed. This study highlights the important characteristics that should be taken into consideration by educators and policymakers for future improvement of the national school uniform policy in Malaysia.

Matched MeSH terms: School Teachers
Fulltext Student learning disability experiences, training and services needs of secondary school teachers

Teoh HJ, Cheong SK, Woo PJ

Malaysian Journal of Psychiatry, 2008;17(2):1-14.
MyJurnal

107 secondary school teachers were surveyed to find out about their observations of children with learning disorders at schools. The respondents reported that the most commonly observed disorders involved difficulty paying attention, difficulty learning a second language, being fidgety and having difficulty sitting still, and having poor comprehension. They also indicated that whilst some children made fun of their classmates with learning disorder, others tried to assist their classmates. The most common reaction of parents was to send the child for lots of tuition, and to be very frustrated with the child. In addition, some parents neglected their children’s learning disorder, and many did not seem to realise how serious the problem was. When it came to the needs of teachers, the most common need that the teachers reported was to have the parents cooperate with them and to have support from the education authorities. The paper discusses the implications of these findings and proposes suggestions for dealing with the training needs of teachers working in the area of learning disorders.

Matched MeSH terms: School Teachers*
Smoking habits and attitudes among secondary school teachers

Yaacob I, Harun MH

Southeast Asian J. Trop. Med. Public Health, 1994 Mar;25(1):74-9.
PMID: 7825029

A questionnaire survey to study the smoking habits and attitudes toward smoking among secondary school teachers in Kelantan, Malaysia was conducted between July and September 1992. Questionnaires were sent to 5,112 teachers through their respective headmasters. Sixty-three percent (3,208 teachers; 61% males, 39% females) responded satisfactorily. Overall, 625 teachers (20%) were current smokers, 141 (4%) were occasional smokers, 317 (10%) were ex-smokers and 2,123 (67%) had never smoked. Only six (0.8%) of the 766 regular and occasional smokers were females. The rates of smoking among parents and siblings of smokers were higher than parents and siblings of non-smokers. Seventy-four percent of the smoking teachers admitted to smoking in the school premises. The teachers' attitudes about the health effects of smoking were statistically different between smokers and non-smokers. However, both smoking and non-smoking teachers had similar views regarding methods to control the smoking habit which included banning cigarette sales, putting a halt to the tobacco industry and banning cigarette advertisements.

Matched MeSH terms: School Teachers
Fulltext Situational analysis on safety and health in primary school in Kota Bharu

Hamzah NA, Tengku MA

Malaysian Journal of Community Health, 2009;15(2):91-97.
MyJurnal

Background : Safety and health is one of major concerns in public health issues. There are lots of injuries or accidents reported in the news which include school accidents and injuries.
Methodology : This survey was conducted among head of primary schools in Kota Bharu from May to June 2004. The objective of this study was to investigate the awareness about safety and health status among school’s head using a questionnaire.
Result : The study showed that knowledge on safety and health among the school’s heads were relatively low (7.7%). Forty-two percent of the schools did not implement any safety and health programme while more than 50 % did not have safety policies in their school.
Conclusions : It is necessary to have specific safety programmes in school in order to improve the safety and health awareness among teachers, staff, students and community.

Matched MeSH terms: School Teachers
Salivary biomarkers of stress among teachers in an urban setting

Masilamani R, Darus A, Ting AS, Ali R, Awang Mahmud AB, Koh D

Asia Pac J Public Health, 2012 Mar;24(2):278-87.
PMID: 21385771 DOI: 10.1177/1010539510393725

The aim of this study was to determine the prevalence of job stress among secondary school teachers using Karasek Job Content Questionnaire (JCQ), the association between salivary cortisol, salivary IgA, and sociodemographic characteristics, and the association between log cortisol, IgA levels, and job strain categories. A cross-sectional study was undertaken using JCQ and salivary cortisol and IgA samples. Cluster sampling was done yielding 302 respondents. The prevalence of stress among all teachers was 20.2%. Being a Malay, teaching experience of 5 to 10 years, and those without a supervisor's support had higher prevalence of high job strain. Teachers in the 31 to 40 years age bracket, educating handicapped children with the absence of supervisor support exhibited higher stress levels with lower log salivary IgA levels. Further studies must be conducted using salivary biomarkers to study the in-depth relationship of stress, extending into other occupational groups.

Matched MeSH terms: School Teachers
Fulltext Reliability and construct validity of the Malay version of the Job Content Questionnaire (JCQ) among secondary school teachers in Kota Bharu, Kelantan, Malaysia

Hadi AA, Naing NN, Daud A, Nordin R

Southeast Asian J. Trop. Med. Public Health, 2006 Nov;37(6):1254-9.
PMID: 17333785

This study was conducted to assess the reliability and construct validity of the Malay version of Job Content Questionnaire (JCQ) among secondary school teachers in Kota Bharu, Kelantan. A total of 68 teachers consented to participate in the study and were administered the Malay version of JCQ. Reliability was determined using Cronbach's alpha for internal consistency whilst construct validity was assessed using factor analysis. The results indicated that Cronbach's alpha coefficients revealed decision latitude (0.75), psychological job demand (0.50) and social support (0.84). Factor analysis showed three meaningful common factors that could explain the construct of Karasek's demand-control-social support model. The study suggests the JCQ scales are reliable and valid tools for assessing job stress in school teachers.

Matched MeSH terms: School Teachers
Fulltext Psychosocial factors, depression, and musculoskeletal disorders among teachers

Ng YM, Voo P, Maakip I

BMC Public Health, 2019 Feb 26;19(1):234.
PMID: 30808335 DOI: 10.1186/s12889-019-6553-3

BACKGROUND: One of the occupations that suffer from musculoskeletal disorders (MSD) is the teaching profession. Although teachers are known to have a variety of health and safety issues, few studies have actually been published that relate to somatic health problems of teachers, especially studies conducted in Malaysia. From this viewpoint, it is clearly important to investigate psychosocial factors, and MSD with depression as mediator among school teachers.
METHODS: The study aimed to determine the incidence of MSD for school teachers in 15 primary schools in Kuala Lumpur during a 6-month period. Secondly, the study also sought to examine the relationships between psychosocial factors, depression and MSD among teachers. Thirdly, the study aimed to explore depression as mediator. The hypothesis addressed by this cross-sectional study was that depression would prove to be a mediator for the psychosocial factors affecting MSD.
RESULTS: The incidence of MSD during the previous 6 months was 80.1% (95% CI: 75.8-84.2%), with 80.5% of female and 77.5% of male teachers reporting symptomatic pain during that period. There were significant relationships between psychosocial factors, depression, and MSD. The results indicated that in relation to psychosocial factors, depression (r = - 0.25, p

Matched MeSH terms: School Teachers
Fulltext Psychosocial Work Environment and Teachers' Psychological Well-Being: The Moderating Role of Job Control and Social Support

Ibrahim RZAR, Zalam WZM, Foster B, Afrizal T, Johansyah MD, Saputra J, et al.

Int J Environ Res Public Health, 2021 07 08;18(14).
PMID: 34299757 DOI: 10.3390/ijerph18147308

Nowadays, the issue of teachers' psychological well-being causes serious concern, especially in Malaysia. Many studies related to psychological well-being have focused on students rather than on the health and well-being of teachers. Thus, the current study investigated the determinants of psychological well-being (depression, anxiety and stress) from the psychosocial work environment (job control, job demands and social support), and examined the moderating role of job control and social support in the relationship between job demands and psychological well-being among teachers. The design of this study was quantitative research through a survey questionnaire. The sample consisted of 335 high school teachers (23.3%-male; 76.7%-female) who responded to measuring scales of job demands, job control, social support, depression, anxiety and stress, and socio-demographic profile. The data were analyzed using two statistical methods, namely descriptive and inferential statistics. The hierarchical linear regression model was used to analyze the data by assisting the statistical software, i.e., SPSS-23. The results showed that job demands, job control and social support significantly predicted teachers' psychological well-being. Furthermore, the effect of job demands on teachers' depression and anxiety was partially moderated by job control and social support. In conclusion, this study has successfully identified the significant predictors of teachers' psychological well-being and the role of job control and social support as a moderating variable to teachers' psychological well-being in Malaysia. The result provides insights and contributes to the literature of teachers' psychological well-being determinants and involves Malaysian respondents with a collectivistic eastern culture.

Matched MeSH terms: School Teachers*

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