Evaluation of Psychosocial Risks Among High School Teachers in Morocco

Professional hazards, particularly psychosocial risks that are likely to affect teachers' physical and mental health, are a particular concern in the education sector. It is in this context that this research work evaluates the psychosocial risks encountered by secondary school mathematics teachers in Safi city (Morocco). Indeed, it is a cross-sectional descriptive study based on a ques-tionnaire that compiled socio-demographic and professional data as well as the psychometric variables of the French version of the Karasek questionnaire. The latter has three components, namely psychological demand (PD), decision latitude (DL), and social support (SS). The sample consisted of 218 teachers, ranging from 22 to 61 years old, and the participation rate was 72.66%. The sex ratio was 1.5: 61% men and 39% women. The prevalence of stress risk variables was 98%, 79%, and 4% for high PD, low DL, and low SS, respectively. While Isostrain prevalence was detected in only 2% of instances, job strain was present in 77% of them. Men are more exposed to psychosocial risks due to the lack of social support, job-strain, and isostrain than women. Indeed, they experience stress at work, thus demonstrating that psychosocial risks are a signifi-cant occupational exposure for teachers. These results promote the development of preventive means to improve working conditions and protect these teachers' well-being.

Automated summary

This research evaluates the psychosocial risks faced by secondary school mathematics teachers in Safi city, Morocco. The study found that these teachers experience high levels of stress, low decision-making autonomy, and inadequate social support, which negatively impacts their physical and mental health.