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Protective factors for work ability in preschool teachers
I Sottimano1, S Viotti1, G Guidetti1
1Department of Psychology, University of Turin, 10124 Turin, Italy.
Occupational Medicine (Oxford, England)
|March 25, 2017
Summary
Psychosocial factors supporting work ability (WA) differ by age group in preschool teachers. Interventions to sustain WA should be age-tailored for effective workplace support.
Area of Science:
- Occupational Health
- Educational Psychology
- Human Resources Management
Background:
- Work ability (WA) encompasses physical and intellectual resources for work demands.
- Limited research explores age-specific psychosocial factors influencing WA, particularly in preschool education.
- Preschool teachers are an understudied demographic in WA research.
Purpose of the Study:
- To investigate the role of psychosocial factors in sustaining work ability among preschool teachers.
- To examine age-related differences in these protective factors across distinct age cohorts.
Main Methods:
- Cross-sectional study involving 706 preschool teachers in Italy.
- Self-reported questionnaires were used to collect data on psychosocial factors and WA.
- Analysis focused on associations within specific age groups (35-44, 45-54, 55-63).
Main Results:
- Support from colleagues positively associated with WA in the 35-44 age group.
- Reward and skill discretion linked to WA in the 45-54 age group.
- Work meaning significantly associated with WA in the 55-63 age group.
Conclusions:
- Protective factors for work ability vary significantly across different age cohorts.
- Age-tailored interventions are crucial for effectively sustaining work ability in diverse workforces.
- Findings highlight the need for personalized strategies in occupational health and education sectors.
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