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Showing 2 results for Job Demands
Prediction of musculoskeletal disorders in nurses through the demand-control model
Mostafa Barzideh, Alireza Choobineh, Hamidreza Tabatabaee,
Volume 3, Issue 3 (12-2015)
Abstract

Introduction: There is a dearth of information available on psychological job demands and control in the job (decision latitude) and their relationship with musculoskeletal disorders (MSDs) among Iranian nurses. The present study was conducted to investigate psychological job demands and control in the job and their relationship with the prevalence of MSD symptoms among nurses in hospitals affiliated with Shiraz University of Medical Sciences (SUMS). 

Materials and Methods: The present cross-sectional study was conducted on 385 nurses at SUMS hospitals selected through systematic random sampling. Data were collected using the Persian version of the Job Content Questionnaire (P-JCQ), the standardized Nordic Musculoskeletal Questionnaire (NMQ) and a demographic questionnaire. The data obtained were then analyzed in SPSS-11.5 using descriptive statistics and logistic regression.

Results: The mean (SD) of the different dimensions of psychological job demands and control in the job were calculated as 38.19 (5.14) and 58.15 (6.50). The results revealed psychological job demands to be high and control in the job to be low. A total of 29.1% of the nurses suffered from a high job strain (a high demand and low control). Regression modeling showed that the chance of suffering from lower extremity disorders among the nurses placed in the cells indicating a high job strain cell was 2.35 times higher than those placed in the cells indicating a low job strain.

Conclusion: The demand-control model placed the majority of the nurses in the cells indicating a high job strain. Any interventional program designed for preventing MSDs among nurses should focus on increasing their control and changing their job conditions from a high strain condition to a low strain or active one.


Psychosocial Factors of Job Burnout Among Elementary School Teachers: The Role of Parental Expectations, Collaboration, and Respect for Teachers’ Professional Status
Kiumars Azizmalayeri, Emad Sormei,
Volume 14, Issue 3 (10-2026)
Abstract
Background and Objective: Occupational burnout is one of the major psychosocial factors affecting teachers’ occupational health and may have substantial individual and organizational consequences. This study aimed to predict occupational burnout among elementary school teachers based on psychosocial factors related to parents’ interactions with schools.
Methods: This descriptive correlational study was conducted during the 2024–2025 academic year among elementary school teachers in Borujerd, Iran. The study sample consisted of 384 teachers, determined based on the Krejcie and Morgan table. Data were collected using a researcher-developed questionnaire assessing psychosocial factors associated with the role of parents in teachers’ occupational burnout and the Maslach and Jackson Burnout Inventory. Cronbach’s alpha coefficients for the two questionnaires were 0.87 and 0.84, respectively. The content and construct validity of the researcher-developed questionnaire were also confirmed at an acceptable level. Data were analyzed using Pearson’s correlation coefficient and multiple regression analysis.
Results: Significant relationships were found between teachers’ occupational burnout and parents’ unrealistic organizational expectations, parental cooperation in educational and pedagogical activities, parents’ awareness of educational and pedagogical responsibilities, and parents’ respect for teachers’ professional status. The regression model was statistically significant, and parents’ unrealistic organizational expectations were the strongest predictor of occupational burnout, with a standardized beta coefficient of 0.63.
Conclusion: Managing parental expectations, clarifying reciprocal responsibilities, and strengthening family–school communication and collaboration may contribute to creating a supportive psychosocial environment and reducing occupational burnout among teachers.
 
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