2024 年 62 巻 1 号 p. 39-55
This study investigated teachers’ occupational stress using a comprehensive job stress questionnaire, or the New Brief Job Stress Questionnaire, while considering gender differences. A total of 1,825 elementary and junior high school teachers participated in the study. The results revealed that female teachers significantly exhibited more psychological and physical stress reactions and perceived less job resource availability than did male teachers. Moreover, multiple regression analyses demonstrated that support from family and friends was a larger factor associated with mental health outcomes among female teachers than among male teachers. The impacts of marital status also differed between male and female teachers. Job demands were strongly associated with psychological and physical stress reactions among teachers. Meanwhile, job resources were more strongly associated with positive workplace outcomes, such as workplace engagement and social capital, than were job demands. Administrators should consider the distinctive nature of teachers’ occupational stress in addition to its gender specific influence. Organizational support, such as securing teachers’ autonomy, encouraging their career development, and acknowledging diversity, should be considered to foster teachers’ work engagement and create a cohesive environment in the school workplace.
