MANAGEMENT OF PSYCHOSOCIAL RISKS IN THE EDUCATIONAL SECTOR OF LATVIA

Antonina Jemeljanenko, Andrejs Geske

Abstract


Risk management is gaining acknowledgement in organisational management due to the benefits it brings with it, such as ability of managers to forecast possible threats and plan the most appropriate prevention measures. Psychosocial risk group is one of the largest risk group types and is related to the aspects of staff overburning, lack of employee motivation, health problems due to stress, etc. Study carried in Latvia about risk management showed that psychosocial risks are significant for educational institutions. Empirical research carried out in Latvia has shown that the top risks perceived by the education sector professionals in Latvia are overloading of employees and lack of employee motivation. Hypothesis of this study is that psychosocial risks, such as overloading and lack of motivation, are not dealt well with due to low awareness of effective psychosocial risk management techniques. There was no profound research performed on this topic in Latvia in the last ten years. The aim of this study is to explore different methods researched by other authors how the risk can be managed, analyse causes of these risks and provide the recommendation on how to deal with the psychosocial risks in the educational sector.

 


Keywords


risk management; psychosocial risks; motivation; overloading of employees; management of education; Latvia

Full Text:

PDF

References


Dombrovskis, V., Guseva, S., Murasovs, V. (2011). Motivation to Work and the Syndrome of Professional Burnout among Teachers in Latvia. Procedia - Social and Behavioral Sciences, 29, pp. 98 – 106. Retrieved from: https://ac.els-cdn.com/S1877042811026735/1-s2.0-S1877042811026735-main.pdf?_tid=fa6174b9-c14f-43a9-9c99-ab93f2c70459&acdnat=1547549152_ee55f2d95681d4cf5c12df71c7d7a6eb

Fernet, C., Trépanier, S.G., Austin, S., Levesque-Côté, J. (2016). Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 59 (2016), pp. 481-491. DOI: http://dx.doi.org/10.1016/j.tate.2016.07.019

Guadix, J., Carrillo-Castrillo, J., Onieva, L., Lucena, D. (2015). Strategies for psychosocial risk management in manufacturing. Journal of Business Research, 68, pp. 1475–1480. DOI: http://dx.doi.org/10.1016/j.jbusres.2015.01.037

Hakanen, J. J., Bakker, A. B., Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), pp. 495-513. DOI: https://doi.org/10.1016/j.jsp.2005.11.001

Kaļķis, V. (2008). Darba vides risku novērtēšanas metodes. Rīga: Latvijas Izglītības Fonds.

Souto, I., Pereira, A., Brito, E., Sancho, L., Jardim, J. (2018). Psychosocial Risk Factors and Distress in Higher Education Teachers. The European Proceedings of Social & Behavioural Sciences, ISSN: 2357-1330. Retrieved from: https://www.researchgate.net/publication/325713292_Psychosocial_Risk_Factors_and_Distress_in_Higher_Education_Teachers

Trinite, B. (2016). Epidemiology of Voice Disorders in Latvian School Teachers. Journal of Voice, Vol. 31, No. 4, pp. 508.e1–508.e9. DOI: http://dx.doi.org/10.1016/j.jvoice.2016.10.014




DOI: http://dx.doi.org/10.17770/sie2019vol6.3789

Refbacks

  • There are currently no refbacks.