Teacher's Psychological Context Ontology (TPSCO) Ontologie du contexte psychologique des enseignants (TPSCO) An updated ontology mapping psychosocial risk factors, burnout, and clinical signs for teachers, featuring alignments between TPSCO and TCO models, and including the evaluation case study for Anne. Nader (N. Nashed) Abdelmalek Marie-Hélène Abel University of Technology of Compiègne (UTC) 2.3.0 tpsco https://w3id.org/tpsco# A standard FOAF property used to link a person (like a teacher) to their given name. Links a teacher to the specific clinical signs or symptoms they are currently experiencing. Relates a teacher to the specific dimension or state of burnout they are suffering from. Indicates that an accumulation or presence of certain psychosocial risk factors causes an official alert to be generated. Links an active alert state to the specific teacher who is at risk. Specifies the psychosocial risk factors that actively lead to a state of burnout. Inverse property of cause, indicating which risk factors are the root of a specific burnout state. Indicates the specific granular risk conditions that elevate or contribute to a broader psychosocial risk factor. Relates a risk condition to the observable clinical signs and symptoms that manifest as a result of it. TCO:Teacher A class representing a teacher mapped from the external TCO ontology, aligned with the TPSCO concept. Alert A formal warning state indicating that a teacher's combined risk conditions and symptoms have crossed a critical severity threshold. Burnout A syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed, characterized by exhaustion, depersonalization, and reduced efficacy. Psychosocial Risk Factor Broad categories of hazards relating to the design, organization, and management of work, as well as the economic and social context of work. Teacher An educational professional whose primary role is to instruct students within a school environment. Behavioral Clinical Signs and Symptom Observable actions or behaviors (e.g., absenteeism, risky behaviors) indicating psychological distress. Clinical Sign and Symptom The physical, emotional, or behavioral manifestations resulting from prolonged exposure to psychosocial risks. Content of Work Risk Risks associated directly with the tasks, workload, and physical environment of the teaching job. Context of Work Risk Risks associated with the organizational structure, interpersonal relationships, and professional culture within the school. Economical Risk Financial or economic pressures external to the school environment that negatively impact the teacher's wellbeing. Emotional Clinical Signs and Symptom Psychological or affective manifestations such as depression, anxiety, or frustration resulting from stress. Extrawork Occupational Risk Psychosocial risks originating outside the direct professional environment, such as family or economic issues. Intrawork Psychosocial Risk Psychosocial risks originating from within the workplace environment, including work content and organizational context. Physical Clinical Signs and Symptoms Somatic and physiological manifestations (e.g., headaches, fatigue) caused by occupational stress. Risk Condition Specific, granular situations or events (e.g., lack of space, bullying) that define the broader psychosocial risk factors. Social Risk Extrawork factors related to the teacher's social and family life that impact their psychological resilience. Anne A 23-year-old novice primary school teacher used as the central case study for evaluating the competency-question-driven reasoning of the TPSCO ontology. The dynamic alert state inferred by the reasoner indicating that Anne's combination of five severe clinical symptoms requires immediate occupational health intervention. Stress related to poor or insecure housing situations affecting the teacher. A core dimension of burnout characterized by feelings of being emotionally overextended and exhausted by one's work. A physical symptom involving pain in the stomach region often linked to anxiety. A behavioral symptom involving the misuse of substances as a coping mechanism. A context risk involving verbal abuse or aggressive behavior directed at the teacher. A workload risk related to bureaucratic tasks that detract from core teaching duties. A quantitative risk associated with an unmanageable volume of tasks. An emotional symptom characterized by feelings of tension, worried thoughts, and physical changes. An organizational risk causing stress due to a mismatch between accountability and autonomy. A context risk involving unfair or poorly communicated performance evaluations. An emotional state of weariness resulting from lack of engagement or repetitive tasks. A physical symptom related to shortness of breath or hyperventilation due to stress. A severe context risk involving systematic psychological abuse in the workplace. A meta-risk involving the lack of professional growth, job insecurity, or insufficient rewards. A content risk resulting from a lack of downtime and continuous social interaction. A meta-risk concerning the teacher's lack of autonomy over their pedagogical choices. A behavioral symptom reflecting emotional overflow and instability. A context risk arising from toxic, opaque, or inefficient institutional communication. A dimension of burnout characterized by a detached, negative, and callous response to students or the job itself. An emotional symptom indicating a severe, prolonged state of sadness and loss of interest. A cognitive/emotional symptom impairing the ability to focus on tasks. A physical environment risk relating to inadequate or failing IT tools in the classroom. An emotional symptom involving a state of confusion or mental fog. General extrawork stress caused by the teacher's personal financial instability. The invisible burden of managing one's own and others' emotions during professional interactions. A meta-risk combining all hazards related to the physical conditions and material resources of the classroom. A risk caused by the lack of specific didactic materials required for teaching certain subjects. Additional non-pedagogical responsibilities that increase the mental load and legal liability of the teacher. A quantitative risk linked to working beyond official contractual hours. Extrawork stress stemming from domestic conflicts or lack of family support. A severe physical symptom characterized by an overwhelming sense of tiredness and lack of energy. An emotional symptom arising from blocked goals or unresolved professional conflicts. A common physical symptom associated with prolonged mental strain and tension. A boundary risk where the professional domain invades the private space and time. A cardiovascular physical symptom linked to chronic stress exposure. An emotional symptom reflecting a reduced tolerance for delays or student behavior. A work-life balance risk preventing adequate personal recovery. A career risk tied to short-term contracts or threats of redundancy. A core workload risk characterized by tight deadlines and rushed task execution. A broad social risk category encompassing toxic relationships outside the professional sphere. A meta-risk consolidating all hazards related to human interactions within the educational setting. A workpace risk breaking concentration and disrupting planned pedagogical sequences. An emotional symptom marked by a tendency to be easily frustrated or angered. A broad category of risks linked to the inherent nature of teaching duties and classroom dynamics. A content risk leading to loss of purpose when administrative tasks supersede pedagogical values. An interpersonal risk occurring when families do not cooperate with educational objectives. An environmental risk caused by overcrowded classrooms. A pedagogical content risk requiring immense differentiation effort from the teacher. A dimension of burnout involving a sense of incompetence and lack of achievement. An emotional symptom involving a degraded perception of one's own worth or abilities. A physiological symptom linked to hormonal imbalances caused by severe stress. A severe physical symptom (intense headache) often triggered by chronic workplace stress. An environmental risk leading to auditory fatigue and vocal strain. A behavioral symptom reflecting absenteeism as an avoidance strategy. A baseline workload risk defined by the contractual volume of teaching time. A work schedule risk linked to the violation of legal or necessary recovery time. A meta-risk covering structural and cultural dysfunctions within the educational institution. A context risk involving perceived unfairness in management decisions and task distribution. A context risk involving top-down reforms implemented without proper support or training. A career development risk stemming from societal devaluation of the teacher's role. An overarching social risk relating to the failure of maintaining boundaries between work and home life. An emotional symptom marking a severe decline in drive and enthusiasm for the job. A behavioral manifestation of stress resulting in isolation or conflict within the teaching staff. An environmental hazard regarding air quality and physical comfort in the classroom. A behavioral symptom indicating loss of emotional control leading to shouting. A schedule risk linked to the inability to take physiological breaks during the school day. An interpersonal risk involving lack of trust or support from the administration. An interpersonal risk related to the quality of peer support and collaboration. A broad category of behavioral symptoms including destructive coping mechanisms. An organizational risk where expectations of the teacher are contradictory or unclear. A meta-risk encompassing issues related to the definition and boundaries of the teacher's professional role. An environmental physical risk dealing with extreme or unregulated heat/cold in the workspace. A career development risk involving insufficient material or moral recognition. An environmental and workload risk directly correlating student volume to teacher stress. A critical physical symptom encompassing insomnia or non-restorative sleep patterns. A content risk focusing on the emotional drain of classroom management and disciplinary issues. A context risk (when negative) or protective factor related to peer solidarity. A context risk (when lacking) involving the protective backing from institutional leadership. A work schedule risk characterized by the sudden assignment of extra teaching hours to cover for absent colleagues. A physiological symptom indicating a severe physical toll from prolonged stress. A meta-risk concerning the temporal organization of work, including breaks, overtime, and structural unpredictability. A critical meta-risk covering the quantitative and qualitative demands placed upon the teacher. In Anne's case, this directly triggered an alert.