Associations between generational differences and occupational stress among school teachers: An empirical analysis based on their relationships with students and parents

Abstract

This study aims to empirically examine generational differences in occupational stress among schoolteachers in Japan, focusing on stress caused by relationships with students and parents. Valid responses from 792 participants in a web survey were analyzed, dividing them into a “young teacher group (age 39 and under)” and a “veteran teacher group (age 40-59)”. For both groups, stress caused by “Troubles between students” affected their “psychological safety”．However, differences were observed in the pathway from “psychological safety” to physical and mental stress responses. Only the “veteran teacher group” showed a direct effect of “psychological safety” reducing “Be irritated.” Conversely, the “younger teacher group” found it easier to obtain “social support” when “special support or consideration” for students was needed, but this did not lead to improved “psychological safety”. To reduce occupational stress among schoolteachers, generation-appropriate physical and mental support is necessary: focusing on reducing physical stress for the “veteran teacher group” and ensuring psychological safety for the “younger teacher group.”