Occupational psychosocial health policies in Hong Kong schools: a review and exploration of key stakeholder perceptions

Jessica Janice Tang, Stavroula Leka, Nigel Hunt, Sara MacLennan

Research output: Contribution to journalLiterature review

4 Citations (Scopus)

Abstract

Objectives: it is widely acknowledged that teachers are suffering from work-related health problems. However, the implementation of relevant occupational safety and health (OSH) policies is complex and under-studied. This study reviews key legislation of relevance to psychosocial health and explores stakeholders' perceptions on their implementation in Hong Kong (HK) schools.

Methods: The content of OSH legislation applicable to psychosocial health was systematically reviewed by the modified WHO checklist on legislation. Semi-structured interviews were then conducted with 38 key stakeholders. These were transcribed and subjected to Framework Analysis.

Results: The review showed that there were several ambiguities in the legislation and the interviews found that awareness and understanding in relation to OSH issues and policies differed on the basis of the level of implementation bodies. The importance of management, trust, communication and interpersonal relationships was emphasised.

Conclusion: On the basis of the study it is concluded that implementation of psychosocial health policies in HK schools is poor and there appears to be a gap among stakeholder communication. Also, the content of these policies needs to be clarified so that it can be more conducive to implementation in practice. The improvement of OSH climate and social capital could foster a more effective implementation of OSH policies. (C) 2011 Elsevier Ireland Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)266-275
Number of pages10
JournalHealth Policy
Volume103
Issue number2-3
Early online date9 Aug 2011
DOIs
Publication statusPublished - Dec 2011

Keywords

  • occupational health and safety
  • psychosocial health
  • school teacher
  • stakeholder perceptions
  • interventions

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