Relationships between Job Stress and teaching skills among the teachers of rural health workers in Hamedan, Iran

Abstract

Introduction: Despite the important role of teachers of Behvarzi Schools [Schools founded by Iranian Health System to educate Rural Health Workers (RHWs)] in educating RHWs, limited studies have been done to investigate their teaching skills and occupational stress. The aim of this study was to assess the relationships between teaching skills occupational stress among the teachers of Behvarzi Schools in Hamedan province, Iran. Materials and Methods: In this descriptive-analytical study, 80 teachers of Behvarzi schools in Hamadan province participated. A researcher-made and validated teaching skills questionnaire and a standard job stress questionnaire were used to collect data. Data were analyzed applying SPSS v. 21. Descriptive statistical (such as mean, standard deviation, ...) and analytical (Chi-square test, logistic regression, factor analysis, etc.) tests were used. Results: Applying a hierarchical regression analysis, in the first model, none of the demographic and background variables determined job stress significantly, and all variables in total predicted only about 10% of the variance of dependent variable, which was not significant. However, in the second model, considering the role of underlying and demographic variables, professional knowledge (β = 0.202), educational strategies (β = 326), resource management (β = 370), and program plannnig (β = 0.252) were significant determinants of occupational stress in the participants. In the second model, dependent variables predicted about 62% of variance of job stress. Conclusion: The teachers in Behvarzi schools participating in the study had a lower than average level of teaching skills, which predicts their occupational stress to a large extent. This study, for the first time in the country, assessed occupational stress and teaching skills among Behvarzi school teachers. The findings suggest necessary interventions to improve teaching skills to reduce their occupational stress and improve the educational quality of RHWs under training. Professional knwoledge, performing training strategies and resource management should be the core categories while designing teaching skills promotion programs for these teachers. The results of this study are useful in promoting teaching skills and alleviating job stress among the teachers in Behvarzi schools.