Gender, quality and health – a study of Swedish secondary school teachers

2020 ◽  
Vol 13 (2) ◽  
pp. 223-238
Author(s):  
Yvonne Lagrosen ◽  
Stefan Lagrosen
Keyword(s):  
Gender Differences ◽  
Quality Management ◽  
Secondary School ◽  
Workplace Learning ◽  
Secondary School Teachers ◽  
Physical Violence ◽  
Workplace Health ◽  
School Teachers ◽  
Chi Square ◽  
Content Type

PurposeThe purpose of this paper is to examine gender differences regarding the experience of workplace health and quality management. In this context, we include some factors of work environment that have previously been shown to be related to health such as workplace learning, stress, flow and sense of coherence.Design/methodology/approachA questionnaire based on previous research was constructed. It was delivered to a population of Swedish upper secondary school teachers. Three hundred eleven responses were returned. They were analysed for gender differences with t-tests and chi-square tests.FindingsThe results show that women's experience of their health is worse than men's despite having a generally better experience of the quality management values, workplace learning and flow. Moreover, women experience more stress, and they are more often subjected to sexual harassment while men more frequently had been exposed to physical violence.Research limitations/implicationsThe study has implications for research in that it indicates that although women have better experiences of many of the factors that previous research has shown to be related to workplace health, their health is actually worse. A limitation is that the response rate was low.Practical implicationsThe findings should be useful for managers attempting to improve the workplace health of their staff. The finding that women report less health than men even though experiencing quality management values more, means that women's health need a particular focus in secondary schools.Originality/valueThe connection between health and quality management has not been previously studied from a gender perspective.

An analysis of total quality management (TQM) practices in Zambian secondary schools

2015 ◽  
Vol 27 (6) ◽  
pp. 716-731 ◽  
Author(s):  
Joyce Nawelwa ◽  
Chanda Sichinsambwe ◽  
Bupe Getrude Mwanza
Keyword(s):  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Continuous Improvement ◽  
Confidence Level ◽  
Secondary School Teachers ◽  
Total Quality ◽  
School Teachers ◽  
Content Type

Purpose – Total quality management (TQM) is a management approach that was established to seek sources of continuous motion of improvement to provide quality products and services to customers or clients. TQM promotes organizational effectiveness through promoting stakeholder satisfaction, pursuing continuous improvement and fostering proactive leadership. The purpose of this paper is to explore TQM practices in secondary schools. The researchers set objectives which were to identify the TQM principles being practiced in secondary schools, the extent to which these principles are practiced and finally to determine the factors that affect the practice of these principles. The paper includes findings from an exploratory study of TQM practices in Zambian secondary schools. Design/methodology/approach – The research employed a purposive and simple random sampling in order to collect data from 120 secondary school teachers from a total of 1,740 secondary school teachers in Lusaka district drawn from ten secondary schools which were stratified into five zones, namely, Lusaka Central, Chilenje, Mumuni, Chibolya and Chunga zones. Questionnaires and structured scheduled interviews were used to collect data for the research. The research was also anchored on the theoretical and conceptual framework where hypotheses were formed and tested. Findings – The research formed hypotheses based on the seven principles of TQM and this was also verified through the analysis of questionnaires and structured interviews conducted. From the analysis and interpretation of the results, the following was found. Teamwork principle was found to be practiced although most respondents did not know the extent to which it was been practiced. Continuous improvement and training are also principles which were explored and found to be practiced. For continuous improvement, most of the respondents indicated this to have been achieved through carrying out monthly tests and end of term examinations to measure the excellence in-service delivery, as for the training principle; this has been interwoven with the policy of the ministry in programmes aimed at training in-service teachers and anticipated teachers. For the commitment principle, there was commitment from management with a view to working together for pupil satisfaction. For the quality principle, it was found that, at 95 per cent confidence level the mission statement, the motto and the vision of the school depicted quality-related activities. The research also established that at 95 per cent confidence level, teachers were empowered to take direct action whenever action is likely to affect quality. Practical implications – First, the value of this research was to inform management on the need to employ strategies aimed at sensitization programmes before, during and after the programme has come to an end. Second, to promote work attitudes that should promote quality management in education for continuous improvement in pupil performance. Third, for TQM to create a platform among head teachers, teachers, pupils, parents and other stakeholders to work to everyone’s ultimate advantage. Originality/value – This research is original work as it has never been done before in Lusaka district.

The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers

2019 ◽  
Vol 49 (3) ◽  
pp. 864-886
Author(s):  
Yuen Onn Choong ◽  
Lee Peng Ng ◽  
Seow Ai Na ◽  
Chun Eng Tan
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
School Administrator ◽  
School Teachers ◽  
Policy Makers ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Practical Implications

Purpose The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator. Design/methodology/approach Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data. Findings The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy. Practical implications Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers. Originality/value This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

scholarly journals Perceptions of teachers for interactive whiteboard (the sample of Çanakkale city)

2014 ◽  
Vol 4 (4) ◽  
pp. 41-58 ◽  
Author(s):  
Dinçer Temelli ◽  
Salih Zeki Genç
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Attitude Scale ◽  
Interactive Whiteboard ◽  
School Teachers ◽  
Volunteer Teachers ◽  
Positive Attitudes ◽  
Long Time ◽  
Teachers Attitudes

The purpose of this study is to examine secondary school teachers' attitudes towards the Interactive Whiteboard (IWB). This study tries to reveal teachers' attitudes towards the IWB and the effects of gender, age, daily and weekly usage of the IWB on these attitudes. The search group consists of130 volunteer teachers who work in Çanakkale province in the 2012-2013 academic years. The data was collected via "Interactive Whiteboard Attitude Scale". The results of the research shows that the teachers promote positive attitudes towards the IWB and those attitudes doesn't change according to the age or gender. The study indicates that teachers develop positive attitudes towards IWB and there are no essentially age or gender differences in the attitudes of teachers towards IWB. It is clear in the study that the teachers who have used IWB for a long time and who have spent more time on IWB in a week have built more positive attitudes towards educational and motivational effects of IWB.

scholarly journals Influence of Working Conditions on Turnover Intentions of Secondary School Teachers in Meru County

2018 ◽  
Vol 14 (25) ◽  
pp. 169
Author(s):  
Peter Kalunge Ekabu ◽  
Jeremiah M.Kalai ◽  
Grace Nyagah
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Working Conditions ◽  
Turnover Intentions ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Chi Square ◽  
Qualitative Approaches ◽  
Independent Variable ◽  
Chi Square Analysis

The objective of this study was to examine the relationship between working conditions and teacher turnover intentions in public secondary schools in Meru County, Kenya. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. A total of 520 respondents were involved in the study that included 503 secondary school teachers, 15 principals and 2 staffing officers. Teachers working conditions were examined to determine their relationship with turnover intentions. Data obtained from teachers’ questionnaires were analyzed quantitatively using SPSS version 21.Hypotheses were tested using Pearson product moment correlation coefficient and chi-square goodness of fit at 95%, p<0.05. The result of product moment correlation analysis indicated that the independent variable, working conditions (r= -0.488, p<0.001) have a negative and an inverse relationship with the independent variable, turnover intention. These results were agreed with the results of Chi-square analysis for both the independent variable which showed a significant relationship between working conditions and turnover intentions of secondary school teachers in Meru County. The results therefore established that teachers’ motivation in secondary schools in Meru County is low due to poor working conditions and the education system appears to be staffed with teachers with poor morale and low levels of commitment to their jobs leading to high turnover intentions. The study recommends the various Boards of Management and other education stakeholders at the national and county government levels consider issues of teachers working conditions as an essential element in the motivating and reducing turnover intentions hence retention in teaching service.

Predicting hybrid entrepreneurship among secondary school teachers in Nigeria

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Adeola Samuel Adebusuyi ◽  
Olubusayo Foluso Adebusuyi
Keyword(s):  
Secondary School ◽  
Relative Deprivation ◽  
Secondary School Teachers ◽  
Bachelor's Degree ◽  
Future Research ◽  
School Teachers ◽  
Cross Sectional ◽  
Content Type ◽  
And Gender ◽  
The Relationship

PurposeThe purpose of this study is to investigate how degree-holding secondary school teachers cope in a recessive economy by embracing hybrid entrepreneurship (HE). Specifically, we investigated how comparison with referent others, underemployment and relative deprivation led to HE.Design/methodology/approachThe study adopted a cross-sectional research design. We used snowball and purposive sampling techniques to recruit 303 bachelor’s degree holders teaching in Nigerian public secondary schools in two states of the federation (Ondo and Ekiti states). We analyzed the data with regression path analysis and controlled for age and gender.FindingsThe results of this study showed the following. First, teachers were high in the feeling of pay underemployment and relative deprivation. Second, pay underemployment and relative deprivation directly led to HE. Third, teachers were indirectly high in HE through either pay underemployment or relative deprivation. Finally, underemployment and relative deprivation serially mediate the relationship between referent others and HE.Research limitations/implicationsOverall, the results suggest that teachers’ involvement in HE is necessity-driven to cope with the recessive Nigerian economy. However, future research should focus on a more experimental approach to determine the cause-effect relationship.Originality/valueThis is the first study to investigate how workers embrace HE to cope with the consequences of a recessive economy.

Stress and work motivation of primary and secondary school teachers

2019 ◽  
Vol 12 (4) ◽  
pp. 709-723
Author(s):  
Jinda Kongcharoen ◽  
Nutthajit Onmek ◽  
Panaya Jandang ◽  
Sukanya Wangyisen
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Empirical Data ◽  
Primary Schools ◽  
Work Motivation ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Content Type ◽  
Factors Affecting ◽  
Primary And Secondary School

Purpose The purpose of this paper is to explore the levels of stress and work motivation of primary and secondary school teachers, investigate factors affecting stress of teachers and validate the consistency of the model and empirical data. Design/methodology/approach The sample consisted of 400 teachers of primary and secondary schools. Questionnaire was implemented as the instrument and the data were analyzed by t-test, ANOVA and confirmatory factor analysis. Findings The results indicated that teachers of secondary schools have higher overall stress than teachers of primary schools for many reasons, such as financial issues and work obligations. Stress was found to be significantly positively associated with work motivation in secondary school teachers. The study revealed that demographic and work motivation factors influence teacher stress. The validation of a goodness of fitted model demonstrated an acceptable model fit with empirical data (χ2 test/df = 1.913, GFI = 0.934, CFI = 0.965, NFI = 0.930, AGFI = 0.893). Originality/value Teachers under stress could negatively influence their students’ academic performance and might be more vulnerable to occupational diseases. Therefore, the teachers should find favorite activities that reduce stress and thereby contribute to effective teaching. This study would be beneficial for anyone who works to support teachers and wants to reduce turnover among teachers.

scholarly journals Secondary school teachers’ experiences of supporting mental health

2019 ◽  
Vol 14 (5) ◽  
pp. 372-383
Author(s):  
Lucas Shelemy ◽  
Kate Harvey ◽  
Polly Waite
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Mental Health Problems ◽  
Secondary School Teachers ◽  
Qualitative Interviews ◽  
Mental Health Training ◽  
Structured Interviews ◽  
School Teachers ◽  
Content Type ◽  
Teachers Experiences

Purpose Teachers are often the first contact for students with mental health difficulties. They are in an ideal position to identify students who are struggling and frequently support them using different approaches and techniques. The purpose of this paper is to investigate secondary school teachers’ experiences of supporting the mental health of their students. Design/methodology/approach Seven secondary school teachers from state-funded schools in the UK participated in face-to-face semi-structured interviews. Interpretative phenomenological analysis was used to understand and structure the data into themes. Findings Five superordinate themes emerged from the data analysis: perceived role of teacher, nature of relationship, barriers to helping the child, amount of training and resource, and helplessness and satisfaction. Participants described the lack of training, resource and clarity about their role to be causes of frustration. Internal and environmental factors often influenced participants’ feelings of helplessness. Research limitations/implications The findings from this study cannot be readily generalised to the wider population due to the nature of qualitative interviews. Practical implications This study has led to a greater understanding of the experiences of teachers within a school setting. It is crucial that mental health training for teachers directly meets their needs and abilities. Originality/value This paper finds value in recognising the lived experience and difficulties faced by teachers supporting students’ mental health problems. A theoretical model is presented based on this analysis that can help inform best practice for schools.

scholarly journals Secondary School Teachers’ Views of Gender Differences in School Achievement and Study Choices in Spain

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110475
Author(s):  
Milagros Sáinz ◽  
Jordi Solé ◽  
Sergi Fàbregues ◽  
Sara García-Cuesta
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
School Performance ◽  
Secondary School Teachers ◽  
School Achievement ◽  
Gender Disparities ◽  
Structured Interviews ◽  
School Teachers ◽  
Male Adolescents ◽  
Intellectual Abilities

This study examines Spanish secondary school teachers’ views of gender differences in academic achievement and study choices. Thirty-six secondary school teachers participated in semi-structured interviews. Most teachers acknowledged that girls had better school performance, particularly in reading comprehension. Some were also acquainted with a higher predisposition to underachieve in boys. However, the teachers used different biology-centered arguments to explain these gender disparities. For many of the participants, that girls matured earlier than their male counterparts facilitates their adaptation to school demands. Likewise, a few teachers argued that the feminization of school favors girls’ adjustment to school demands, whereas a number of them discussed that male adolescents do not consider school to be part of their gender identity. The usual attribution of intellectual abilities and effort to boys and girls was also discussed. In addition, socio-cultural and biological factors were accounted for gender differences in study choices.

scholarly journals Gender aspect of triglyceride, HDL, and their ratio in high school teachers in Makassar City, Indonesia

2020 ◽  
Vol 12 (2) ◽  
pp. 167
Author(s):  
Nurhaedar Jafar ◽  
Nurzakiah Hasan ◽  
Veni Hadju ◽  
Ridwan Thaha
Keyword(s):  
High Schools ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Laboratory Data ◽  
Sampling Technique ◽  
School Teachers ◽  
Chi Square ◽  
Cross Sectional ◽  
Chi Square Test ◽  
The Relationship

Triglycerides, HDL, and their ratio are associated with metabolic disorders and diseases. Gender is known to have a relationship with these factors, but not consistent. This study wanted to see the relationship between gender and triglyceride levels, HDL levels, and the triglyceride / HDL ratio in secondary school teachers in Makassar City. The study was conducted with a cross-sectional approach in 6 junior high schools and 6 senior high schools with a total population of 200 teachers and involved 122 samples of teachers from secondary schools in Makassar City. Sampling using a stratified random sampling technique. The measurement of triglyceride and HDL levels was carried out by the Prodia laboratory. Data analysis was performed using the chi-square test. The results showed that there was a relationship between gender and triglyceride levels (p = 0.004). However, no relationship was found between HDL levels (p = 0.856) and the triglyceride / HDL ratio (p = 0.959) among secondary school teachers in Makassar City. Interventions to improve triglyceride levels must consider gender aspects primarily by paying more attention to male teachers.

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