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ID
Source
Brief title
Health condition
Work stress
Sponsors and support
Intervention
Outcome measures
Primary outcome
work stress
Secondary outcome
Job demands
Organisational resources
Personal factors
Background summary
To date work stress is a serious problem, especially among workers in primary education. Decades of research underline the importance of a participatory, organizational-level work stress prevention approach. In this approach measures are planned to tackle causes of work stress in a participatory manner and implemented by a working group consisting of members of the organization. This study evaluates a work stress prevention approach that is implemented in primary education.
The work stress prevention approach consists of five steps: 1) preparation: installing an advisory board and working groups, 2) risk assessment: inventory of work stress risks (questionnaires and focus groups). In addition, a behavioral analysis is performed to build a logic model of change to facilitate the selection of actions, 3) action planning: conducting an action plan with measures to target risks (focus groups), 4) implementation: implementation of the action plan. During implementation progression on target behaviors and implementation factors are monthly monitored and fed back to the implementors, and 5) evaluation: effects of the approach are studied in a controlled-trial with measurements at baseline (T0), one-year (T1) and two-year (T2) follow-up.
Study objective
At two-year follow up, employees of the intervention schools report significantly lower levels of work stress and work stress risks as compared to employees of the control schools
Study design
Baseline (T0): November 2019,
One-year Follow-up: November 2020,
Two-year Follow-up: November 2021
Intervention
The work stress prevention approach consists of five steps: 1) preparation: installing an advisory board and working groups, 2) risk assessment: inventory of work stress risks (questionnaires and focus groups). In addition, a behavioral analysis is performed to build a logic model of change to facilitate the selection of actions, 3) action planning: conducting an action plan with measures to target risks (focus groups), 4) implementation: implementation of the action plan. During implementation progression on target behaviors and implementation factors are monthly monitored and fed back to the implementors, and 5) evaluation: effects of the approach are studied in a controlled-trial with measurements at baseline (T0), one-year (T1) and two-year (T2) follow-up.
Inclusion criteria
All employees from the primary schools that fall under the scope of two school organisations in The Netherlands
Exclusion criteria
Everyone not employed at one of the the primary schools that fall under the scope of two school organisations in The Netherlands
Design
Recruitment
IPD sharing statement
Followed up by the following (possibly more current) registration
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Other (possibly less up-to-date) registrations in this register
No registrations found.
In other registers
| Register | ID |
|---|---|
| NTR-new | NL9797 |
| Other | METC VUmc : 2020.403 |