Gender differences in the relationships between perceived individual-level occupational stress and hazardous alcohol consumption among Japanese teachers: A cross-sectional study

Yasuhiko Deguchi, Shinichi Iwasaki, Masaru Kanchika, Tomoko Nitta, Tomoe Mitake, Yukako Nogi, Aya Kadowaki, Akihiro Niki and Koki Inoue

PLOS ONE, 2018, vol. 13, issue 9, 1-14

Abstract: Most teachers have a high risk of work-related stress and mental disorders. Drunken driving and hazardous alcohol consumption (HAC) among teachers are social problems. Gender differences among teachers in burnout, occupational stress, self-efficacy and job satisfaction were reported. This study aimed to clarify gender differences in the relationships between perceived individual-level occupational stress and HAC among Japanese teachers. A cross-sectional study was conducted in 2013 and a total of 723 male and 476 female teachers remained after excluding non-drinkers. Perceived individual-level occupational stress was assessed using the Generic Job Stress Questionnaire. HAC was defined as ethanol consumption greater than or equal to 280 g in 1 week for male teachers, and greater than or equal to 210 g for female teachers. Multiple logistic regression analyses were conducted. HAC was identified in 16.6% of male and 12.4% of female teachers. The average ages (± standard deviation: SD) of male and female teachers were 46.9 ± 10.9 years and 39.9 ± 12.3 years, respectively. Schoolteacher was the most common position classification among male (48.7%) and female teachers (86.3%). For those with a moderate level of stress, “social support from supervisors” was associated with HAC among males (odds ratio [OR] = 0.43, 95% confidence interval [CI] = 0.23–0.8), whereas for female teachers with a high level of stress, “variance in workload” was associated with HAC (OR = 2.09, 95% CI = 1.04–4.24), using an adjusted model. This study showed that moderate social support from supervisors was negatively related to HAC among male teachers, and high variance in workload was positively related to HAC among female teachers. Gender differences need to be considered when developing HAC prevention strategies for teachers.

Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0204248

DOI: 10.1371/journal.pone.0204248

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