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Background: The emergence of the COVID-19 pandemic has changed the way teachers, particularly at the preschool level, must manage their work to maintain health and safety. Yet, there is a lack of studies that have examined the role of organizational safety procedures on the well-being of teachers who returned to work during the pandemic crisis. The present study aimed to analyze workplace safety's role in affecting preschool teachers' work ability. Methods: A longitudinal study design was utilized. The study was conducted on preschool teachers employed in the public Educational Services of a medium-sized city in Piedmont (a region in North- West Italy). The study included individuals from the preschool teacher population (n=108). Data was gathered through self-report questionnaires at two time points during the second wave of the pandemic. Results: Based on Structural Equation Modeling (χ2(df = 32) = 47.021, p < .01, χ2/df =1.46, CFI = .98, TLI=.97, RMSEA = .06 (90% CI: .02, .10), SRMR = .05), all hypotheses were confirmed, highlighting that the relationship between workplace safety and work ability was positive and fully mediated by preschool teachers' personal contribution to safety (indirect effect CI 95%: 0.037- 1.094). Discussion and Conclusion: The results were discussed regarding their relevance to safety management, sustainability, and promotion of workplace well-being in light of the potential spread of the current pandemic.

Healthcare workers’ age is increasingly rising, negatively affecting their physical health. In particular, workability is an emerging phenomenon that predominantly affects healthcare workers. This study aims to assess physical health status and workability among ageing healthcare workers. A cross-sectional study using the Work Ability Index (WAI) was performed. Data were collected in a university hospital in northern Italy. Data were collected voluntary through a questionnaire. Healthcare workers participating in the survey were contacted personally by two resident physicians. Thus, the total number of study participants was 220 among nursing aides, nurses, and physicians. Data were analyzed by performing ANOVA and regression to assess the differences between the healthcare workers and age groups. A generalized linear model was tested to evaluate the effect of age and task on workability. The majority of healthcare workers had good WAI values. Physicians’ workability was higher than nursing aides. Nursing aides suffered more from cardiovascular disorders, while physicians and nurses had more musculoskeletal disorders. However, the distribution was statistically different (χ2 = 24.03, p = 0.00), as most of the physicians’ workability values were good and good, while those of nursing aides and nurses were good and medium. In line with previous studies, the decrease in WAI with ageing is strictly dependent on the type of task assigned. Due to heavy physical tasks, nurses and nurses’ aides showed a greater WAI than physicians. This study highlights the critical issues faced by ageing healthcare professionals. In the near future, it is necessary to find solutions to cope with these changes and devise possible interventions aimed at ameliorating workability.

With the increasing complexity and dynamism of the modern work experience, the importance of the psychological contract has become increasingly clear. Organizations and researchers alike have recognized the implications of this contract for employee performance, satisfaction and well-being. However, certain work contexts can increase psychosocial risks, making it crucial to investigate the individual and contextual characteristics that can promote well-being and mitigate risks. In this study, we examined the impact of psychological contract types and task repetitiveness on organizational commitment among call center employees. By conducting a cross-sectional study involving 201 call center employees working in-person and administering an ad hoc questionnaire, we aimed to enrich the scientific literature on the psychological contract and its implications for the call center work environment. Our findings revealed that a transactional psychological contract has a negative impact on affective and normative commitment, potentially undermining employees’ sense of obligation and responsibility towards these organizations. To promote healthy work relationships and well-being among call center employees, we suggest the importance of a relational psychological contract. By highlighting the role of psychological contract types in organizational commitment, our study offers valuable insights for both researchers and practitioners.

Abstract Background Despite the growing presence of menopausal women in workplaces, studies aimed at exploring the link between menopausal symptoms and job well-being are scarce. In the interest of addressing this gap, the present study aimed to explore whether menopausal symptoms might contribute to increased levels of burnout and whether this relationship can be moderated by social or personal resources. Method The study design was cross-sectional and non-randomized. Ninety-four menopausal nurses completed a self-report questionnaire including scales aimed at measuring menopausal symptoms, burnout, social (i.e., support from superiors and colleagues) and personal (i.e., self-efficacy, resilience, and optimism) resources. Moderated regression analyses were performed to test study hypotheses. Results Whereas menopausal symptoms were associated significantly with emotional exhaustion, no social or personal resources were found to moderate this relationship. Regarding depersonalization, our study indicated that it was affected by menopausal symptoms only among nurses who reported low social support (from superiors and colleagues), optimism, and resilience. Conclusion The present study highlights the importance of organizations that employ a growing number of menopausal women to seek solutions at the individual and social levels that help these women deal with their menopausal transition while working.

Abstract Background Based on the conservation of resource (COR) theory by Hobfoll, the aim of the present study was to test whether the relationships among relational demands, work meaning, and intention to leave vary as a function of the presence of musculoskeletal disorders (MSDs). Method The study was cross-sectional and non-randomized. Analyses were carried out on a dataset consisting of 429 preschool teachers, who filled out a self-report questionnaire. Of them, 238 reported a MSD diagnosis and 191 were free form MSDs. Results As expected, among those who reported MSDs, relational demands were significantly associated to intention to leave, and this relationship was mediated by work meaning; moreover, among those free from MSDs, no significant paths among the three variables were found. Conclusion In general, results showed that suffering from MSDs impairs workers’ ability to face to relational demands, thus activating a spiral that encompasses diminished work meaning and intention to leave. Practical implications of results will be discussed in the paper.

During the COVID-19 pandemic, universities worldwide have provided continuity to research and teaching through mandatory work from home. Taking into account the specificities of the Italian academic environment and using the Job Demand-Resource-Recovery model, the present study provides, through an online survey, for the first time a description of the experiences of a large sample of academics (N = 2365) and technical and administrative staff (N = 4086) working in Italian universities. The study analyzes the main differences between genders, roles or work areas, in terms of some job demands, recovery experiences, and outcomes, all important dimensions to achieve goals 3, 4, and 5 of the 2030 Agenda for Sustainable Development. The results support the reflections on gender equality measures in universities and provide a general framework useful for further in-depth analysis and development of measures in order to improve well-being (SDG 3), quality of education (SDG 4), and gender equality (SDG 5).

BackgroundThe double role of caregiver-employee (CE) defines those workers who simultaneously serve as an informal, unpaid care provider for sick, disabled, or elderly relatives, and it is a situation that is on the increase in most western countries. Providing informal caregiving can lead to detrimental effects on emotional well-being and several physical and psychological diseases (e.g., caregiver-burden). CEs can suffer double discomfort (at work and at home), but, first of all, they can be exposed to a high level of home-to-work conflict (HWI). In this study, we analyzed the CE phenomenon in a typical Italian public company, where the mean age of workers is particularly high.MethodsAn online questionnaire related to the perception of HWI, well-being, and discomfort at work (depression, emotional exhaustion, job engagement) in relation to the family load (none, parents with

The school context is exposed to several demanding factors relating to student and family needs and external evaluative processes of students’ learning and process outcomes, such as abilities in planning training courses and a learning environment. However, there is a need to develop tools that adequately support schools in making self-assessment evaluations of the internal organizational climate and teacher morale (TM). The present study proposes an Italian version of the School Organizational Health Questionnaire (SOHQ), developed by Hart et al. (2000). An Italian version of the SOHQ was deployed to 9 public primary schools in the north of Italy, and 325 cases were eventually retained as being valid for the analysis. Using confirmatory factor analysis, results highlight that a 56-item version is model fit and presents satisfactory psychometric properties, demonstrating the suitability of a latent structure composed of 12 intercorrelated factors. The present study gives further insight into increasing the use of self-assessment tools in the development of good practices and the monitoring of teacher morale within the school context.

BackgroundPast studies in the teaching context provided evidence of the role of mindfulness-based intervention in improving occupational wellbeing. This study aims to increase the extant knowledge by testing the mechanism that links teachers' mindfulness at work to occupational wellbeing. Rooted in the job demand-resource model, the mindfulness trait is conceptualized as a personal resource that has the ability to impact and interact with job demands and resources, specifically workload stress appraisal and perceived meaningfulness of work, in affecting teachers' burnout.MethodsA sample of primary, middle, and secondary school teachers (N = 605) completed a questionnaire that aimed to assess teachers' mindfulness trait and the measures of the quality of occupational life in the school context. Confirmatory factor analysis (CFA) was conducted to test the model fit indices; further analyses were performed to test the hypotheses about mediation and moderation effects.ResultsThe CFA showed good model fit indices. Further analyses highlighted that teachers' mindfulness is negatively associated with workload stress appraisal and that positively influenced work meaning, in turn mediating the relationship between mindfulness and burnout. Finally, mindfulness moderated the effect of workload stress appraisal on burnout.ConclusionsRooted in the job demand-resource model, this study emphasizes an underrepresented personal resource, that is, the mindfulness trait at work, and the links that favor its impact on burnout. Practical and future research implications are also discussed.

Background: Relating to the macro-level changes and the increasing complexity of the academic system, a growing number of studies began to investigate the perceived working context impact on well-being and job satisfaction of academics. A unique duality characterizes this context: academics cannot be longer defined as stress-free, but at the same time they are still satisfied and engaged in their work. There is a need to evaluate the academic environment not only in terms of stressor and strain, but also in terms of which experiences are sources of fulfillment. The study aimed to explore psychometric properties of a new instrument (AQoLW) for assessing context-specific features of the academic work and environment that characterized academics' quality of life at work.Method: A 24 item scale was deployed to academics (full, associate, and assistant professors) in a public university in the north of Italy. Items were defined to represent the main academic activities in order to measure if respondents perceived each of it as a challenging or a hindrance demand. The scale was administered online to 1,012 academics, 443 females (48.7%), mean aged 51.1 years (SD = 8.2). In order to test three theoretical models underling AQoLW, a training sample was randomly extracted (242 participants) and analyzed using confirmatory factor analysis (CFA). A validation sample with the remaining 668 participants was used to test the measurement invariance by role of the best model emerging from the training sample.Results: Model fit demonstrate the goodness of a latent structure composed by five intercorrelated factors (CFI = 0.91, RMSEA = 0.08, SRMR = 0.07). Cronbach α of the five subscales was good, ranging from 0.76 to 0.88. The scale overtakes configural invariance, but not strong invariance by role.Conclusions: The scale is able to intercept the mainly dimensions of the academic work that contribute to the quality of life of academics' staff, namely: research and public engagement, didactic work and relationships with students, career development and competition, ordinary obligations, and fund raising. AQoLW is the first tool to evaluate the academic work and its environment, identifying which activities are stressful demands and which are engaging, and promote scholars' satisfaction.

Interpersonal relationship require sophisticated competences of cohabitation. However, the availability of training tools to develop conflict management skills is limited and problematic. The prisoner's dilemma game (PDG), the most widely known example of game theory, a nonzero-sum game, has been used, in higher education, to provide students with an opportunity of active learning and for understanding counterintuitive concepts. It creates a condition of emotive, moral and decisional conflict in and between agents. This paper presents a case-study in higher education in which PDG was proposed to enhance organizational competences for conflict management, according to the psychoanalytic approach to organizational studies. The study aims to explore: (1) the significant characteristics of PDG used in an affective-emotional key in higher education; (2) the learning outcomes that PDG enables to activate in the participants in relation to the development of organizational skills for conflict management. Twenty students' reflective journals were analyzed using thematic analysis. Findings indicated that PDG is perceived as a useful device in students' learning experience, which is appreciated in relation to its concreteness, intensity and debriefing phase. Learning outcomes allow new meanings about conflict, by emphasizing its defensive, automatic and interpersonal dimension. This paper contributes to the understanding of PDG as a tool to develop competences in dealing with the challenges of conflict management, since it seems to favor the overcoming of the individualistic stereotype in conflict representation by highlighting the interdependence of social interaction.

INTRODUCTION:The aging of workers generally implies an increased number of workers with health problems or psychological diseases because of the growing distance between personal resources and job demands; the first may decrease, while the second are stable. In the preschool setting, the demands remain constant because children are always aged 0-3 years, while the preschool teacher's personal resources decrease with age. It is, therefore, necessary to propose multilevel interventions aimed at supporting work sustainability and workers' resources. METHOD:This study involved twenty-seven preschools (324 teachers with an average age of 48.7 years): the control group included seventeen schools (190 teachers with an average age of 48.5 years), five schools were assigned to experimental group one (69 teachers with an average age of 48.8), and five schools were assigned to experimental group two (65 teachers with an average age of 49.1). In this context, we proposed two protocols of multilevel intervention comprising three solutions; two of these were common to both experimental groups: psychological counseling and psychosocial intervention. The third solution differed between groups: environmental redefinition (for group one); gymnastic and vocal hygiene (for group two). We hypothesized that the interventions improve teachers' work abilities, increase well-being, and decrease stress and burnout. Furthermore we hypothesized that there would be an improvement in the organizational climate of trust and in social job resources. RESULTS:Data analysis showed that the interventions were effective. In particular, the experimental groups reported significant decreases in psychological exhaustion (EG2: ß = -1.48; p = .00), indolence (EG1: ß = -1.36; p = .00), and stress (EG2: ß = -0.94; p = .00). Furthermore, the experimental groups significantly increased their enthusiasm towards work (EG2: ß = 1.21; p = .01), vertical trust (EG1: ß = 0.54; p = .01), and the perception of coworker social support (EG2: ß = 0.54; p = .01). The protocol that involved the GC2 was particularly effective. CONCLUSIONS:These results demonstrate the effectiveness of the intervention in a particular job setting (preschool classroom), emphasizing the need for implementing solutions aimed at supporting workers' well-being, especially in light of an aging workforce.

Objective: Demographic changes involving western countries and later retirements due to the recent pension reforms induce a gradual aging of the workforce. This imply an increasing number of workers with health problems and a decreasing of ability to work. In this direction, the present study aims at examining the role of job and personal resources between age and work ability within nurses.Method: The study was cross-sectional and not randomized; data were collected by a self-report questionnaire during a multi-center survey conducted in two Italian hospitals in 2016. In this way, 333 nurses were reached.Results: Multiple linear regression showed that age is significantly and negatively associated to work ability, and that job resources (e.g., decision authority and meaning of work) and personal resources (e.g., hope and resilience) moderate the relationship between age and work ability.Discussion: These results highlight that investing in work and personal resources to support WA is even more relevant for those professions where high physical effort is required.