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Psychosocial Risks in Teachers from Portugal and England on the Way to Society 5.0

Author

Listed:
  • Ana Pimenta

    (Department of Industrial and Product Design, School of Design, Polytechnic Institute Cavado Ave, 4750-810 Barcelos, Portugal)

  • Delfina Ramos

    (School of Engineering, Polytechnic of Porto, ISEP, 4249-015 Porto, Portugal
    Associate Laboratory for Energy, Transports and Aerospace (LAETA-INEGI), Rua Dr. Roberto Frias 400, 4200-465 Porto, Portugal
    Algoritmi Research Centre/LASI, School of Engineering, University of Minho, 4800-058 Guimaraes, Portugal)

  • Gilberto Santos

    (Department of Industrial and Product Design, School of Design, Polytechnic Institute Cavado Ave, 4750-810 Barcelos, Portugal)

  • Matilde A. Rodrigues

    (Algoritmi Research Centre/LASI, School of Engineering, University of Minho, 4800-058 Guimaraes, Portugal
    Center for Translational Health and Medical Biotechnology Research, School of Health of Polytechnic of Porto, 4200-072 Porto, Portugal)

  • Manuel Doiro

    (Department of Business Organization and Marketing, Vigo University, 36310 Vigo, Spain)

Abstract

Being a teacher is one of the most demanding jobs, as a result of this responsibility, these workers face many psychosocial risks. This study aims to characterize and compare psychosocial factors in Portuguese and British teachers and discuss how new developments in technology, namely digital technology can improve education and, in particular, contribute to fewer issues related to mental health. The Copenhagen Psychosocial Questionnaire Medium Version (COPSOQ II) was applied to the teachers of six Portuguese schools (three public schools and three private schools), three British public schools and three private schools with an international British curriculum (Switzerland, Spain and Portugal). The results showed that cognitive, emotional, and quantitative demands, as well as work rhythm and work/family conflict, are the key psychosocial factors among these teachers. Differences were found between the teachers of both countries. Some models are proposed, through the proposals of Society 5.0, for their minimization and/or removal. Society 5.0 is the vision of a new human-centered society in the fifth stage launched by Japan in April 2016, and it is cited in our study with the hope that it will contribute to solving many problems of today’s society.

Suggested Citation

  • Ana Pimenta & Delfina Ramos & Gilberto Santos & Matilde A. Rodrigues & Manuel Doiro, 2023. "Psychosocial Risks in Teachers from Portugal and England on the Way to Society 5.0," IJERPH, MDPI, vol. 20(14), pages 1-12, July.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:14:p:6347-:d:1191931
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    References listed on IDEAS

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    1. Dragan Mijakoski & Dumitru Cheptea & Sandy Carla Marca & Yara Shoman & Cigdem Caglayan & Merete Drevvatne Bugge & Marco Gnesi & Lode Godderis & Sibel Kiran & Damien M. McElvenny & Zakia Mediouni & Oli, 2022. "Determinants of Burnout among Teachers: A Systematic Review of Longitudinal Studies," IJERPH, MDPI, vol. 19(9), pages 1-48, May.
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    Cited by:

    1. Carla Carvalho & Lisete Mónico & Ana Pinto & Soraia Oliveira & Eduardo Leite, 2024. "Effects of Work–Family Conflict and Facilitation Profiles on Work Engagement," Societies, MDPI, vol. 14(7), pages 1-16, July.

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