scholarly journals The Relationship between Perceived Social Support and Organizational Commitment Levels of Primary and Secondary School Teachers

2018 ◽  
Vol 6 (5) ◽  
pp. 983-993
Author(s):  
Sema Karaçoban Tuna ◽  
Hüseyin Aslan
Keyword(s):  
Social Support ◽  
Organizational Commitment ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Perceived Social Support ◽  
School Teachers ◽  
The Relationship ◽  
Primary And Secondary School

Analysis of the correlation between occupational stress and mental health of primary and secondary school teachers

Work ◽  
2021 ◽  
pp. 1-13
Author(s):  
Yundong Ji ◽  
Dingding Wang ◽  
Michaela Riedl
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Secondary School ◽  
Occupational Stress ◽  
Secondary School Teachers ◽  
Work Load ◽  
School Teachers ◽  
Career Expectation ◽  
Class Teacher ◽  
Primary And Secondary School

BACKGROUND: With the rapid advancement of the educational reform, the requirements for primary and secondary school teachers are increasing, which makes the work pressure of teachers become greater, which can lead to a variety of mental health problems. It is the primary task to promote the psychological health of primary and secondary school teachers by analyzing the stress of teachers and putting forward reasonable countermeasures. OBJECTIVE: The study aimed to analyze the direct and indirect effects of occupational stress on the mental health level of primary and secondary school teachers. METHODS: 317 teachers from 6 rural primary and secondary schools in Zhejiang province were selected as research subjects. A questionnaire was designed to collect information of occupational stress, mental health, and social support scores. The teachers were compared for differences in gender, marriage status, class teacher, occupational stress, and mental health. The correlation among occupational stress, mental health, and social support was analyzed by structural equation model. RESULTS: The occupational stress of male teachers was higher than that of female teachers in self-development, work load, and career expectation, and the mental health was lower than that of female teachers in work (P <  0.05). The occupational stress of married teachers was significantly higher than that of unmarried teachers, and their mental health was significantly higher than that of unmarried teachers (P <  0.05). The occupational stress of teachers with senior professional titles was lower than that of teachers with primary and intermediate titles in the dimensions of self-development, work load, and career expectation (P <  0.05). The occupational stress of class teachers was higher than that of non-class teachers in terms of student factors, work load, and career expectation (P <  0.05). The direct path coefficient between occupational stress and mental health was –0.421, and the indirect path coefficient between occupational stress and mental health was –0.172. CONCLUSIONS: The occupational stress of male, married, class teacher, and teacher with the primary and intermediate titles was significantly greater than that of female, unmarried, non-class teacher, and senior title teacher. In conclusion, the occupational stress of primary and secondary school teachers can not only directly predict the mental health level, but also indirectly affect the mental health level through social support.

scholarly journals Effect of school principals’ favouritism behaviors and attitudes on teachers’ organizational commitment, based on the perceptions of primary and secondary school teachers

2016 ◽  
Vol 13 (3) ◽  
pp. 5901 ◽  
Author(s):  
Veysel Okçu ◽  
Adem Uçar
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Administrators ◽  
City Centre ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Low Level ◽  
Primary And Secondary School

The purpose of this study is to determine whether there is relation between the favouritism attitudes and behaviours of the school administrators and the organizational commitment of the teachers, based on the perceptions of the teachers. This is a correlational study using survey model.  The study is in relational screening model. Research population contains 1219 teachers working in schools (27 of which are primary schools and 25 are secondary schools) in Siirt city centre in the 2014 and 2015 school year. In this research, favouritism scale developed by Aydoğan (2009) and consisting of 15 items and a sub-dimension, as well as the organisational commitment scale developed by Balay (2000) and consisting of three sub-dimensions as compliance, internalization and identification were applied. As a result of the research carried out, it was determined that the primary and secondary school teachers’ perceptions regarding the favouritism attitudes and behaviours of the school administrators are at low level. Moreover, teachers stated that they rarely agree with the items in the compliance sub-dimension of the organizational commitment, while they moderately agree with the items in the identification and internalization sub-dimensions. It was determined that based on the perceptions of the primary and secondary school teachers, there is a negative and medium level relation between the favouritism attitudes and behaviours of the school administrators, and the internalization and identification sub-dimensions of the organizational commitment. Moreover, a positive and low level relation was determined between the favouritism attitudes and behaviours of the school administrators, and the compliance sub-dimensions of the organizational commitment. Furthermore, it was concluded that the favouritism attitudes and behaviours of the school administrators significantly predict all sub-dimensions of the organizational commitment.

scholarly journals Organizational Commitment among Secondary School Teachers in relation to Job Burnout

2020 ◽  
Vol 8 (3) ◽  
pp. 72-76
Author(s):  
Hadiya Habib
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Job Burnout ◽  
School Teachers ◽  
Male And Female ◽  
Significant Difference ◽  
Spss Software ◽  
The Relationship

The present research attempts to study the relationship between the organizational commitment and job burnout of secondary school teachers. The sample for the present study consisted of 200 secondary school teachers selected randomly. Two questionnaires were chosen to collect the data. The collected data were analyzed through SPSS software, and proper statistical methods like mean, t-test and Pearson Correlation coefficient were used. The findings of the study revealed that there is no significant difference in the organizational commitment mean scores of male and female secondary school teachers, i.e., both the groups measure similar to organizational commitment. It was also announced that there is a significant correlation between the organizational commitment and job burnout of secondary school teachers, which means that higher the organizational commitment, the higher will be the job burnout and vice versa.

scholarly journals TEACHERS’ SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION

2019 ◽  
Vol 18 (1) ◽  
pp. 105-116
Author(s):  
Jelena Ž. Maksimović ◽  
Jelena S. Osmanović
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Work Experience ◽  
Secondary School Teachers ◽  
Self Concept ◽  
Pay Satisfaction ◽  
School Teachers ◽  
Openness To Change ◽  
The Relationship ◽  
Primary And Secondary School

Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students’ development of their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction, proved to have an impact on the teachers’ perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.

scholarly journals Demographic Variables Effect the Organizational Commitment of Teachers: Myth or Reality

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 293-300
Author(s):  
Dr. Nazir Haider Shah ◽  
Dr. Muhammad Ishaq ◽  
Dr. Allah Nawaz
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Marital Status ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
School Work ◽  
The Relationship

The existing study was expected to identify the relationship between organizational commitment and demographic variation of private secondary school teachers. The study’s objectives were; (i) to identify the relationship between qualification and organizational commitment of secondary school teachers, (ii)to find out the relationship between marital status and organizational commitment of secondary school teachers, and (iii) to identify the relationship between teaching experience and organizational commitment of secondary school teachers. The nature of the study was descriptive and quantitative and for the collection of data, the survey method was used. In Rawalpindi and Islamabad, there was 13764 private secondary school, work. Through simple random sampling techniques, 860 teachers were randomly selected. Organizational Commitment Scale (OCS) developed by Allen and Meyer (1997) was used as a research instrument in this study. The researcher individually visited the sampled schools and collected the data. To test hypotheses, analysis of variance (ANOVA) was used. It was found that there is no correlation among academic, professional qualification, and marital status with the organizational commitment of teachers. It is further concluded that there is a relationship between the experience of teachers and the organizational commitment of teachers. The teachers have the experience of 1-5, 6-10, 11-15, and 16-20 years are more committed toward their jobs.

Psychological empowerment and work burnout among rural teachers: Professional identity as a mediator

2021 ◽  
Vol 49 (6) ◽  
pp. 1-9
Author(s):  
Jinliang Ding ◽  
Zechen Xie
Keyword(s):  
Secondary School ◽  
Professional Identity ◽  
Secondary School Teachers ◽  
Psychological Empowerment ◽  
School Teachers ◽  
Rural Teachers ◽  
Advance Research ◽  
The Relationship ◽  
Primary And Secondary School ◽  
Work Burnout

We examined the relationship between psychological empowerment and work burnout as mediated by professional identity. Participants were 650 primary and secondary school teachers from nine rural provinces in China. The results indicate that both psychological empowerment and professional identity were significantly and negatively related to work burnout, and that psychological empowerment was significantly and positively associated with professional identity. Furthermore, professional identity partially mediated the relationship between psychological empowerment and work burnout. These findings advance research on the psychology of professional identity by clarifying the relationship between psychological empowerment and work burnout.

scholarly journals Relationship of Personality Characteristics with Organizational Commitment among Secondary School Teachers

2020 ◽  
Vol V (III) ◽  
pp. 32-39
Author(s):  
Faiza Nazir ◽  
Khalid Rashid ◽  
Uzma Shahzadi
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Personality Characteristics ◽  
School Teachers ◽  
Secondary Classes ◽  
Relationship Of ◽  
The Relationship ◽  
Survey Approach

The study aimed to find out the relationship of personality characteristics with organizational commitment among secondary school teachers. The study was descriptive in nature, and survey approach was used. The study was delimited to Punjab province. All the secondary school teachers teaching secondary classes were the population. The sample comprised of 330 SSTs selected via random sampling technique. Two self-developed reliable questionnaires were appreciated and validated before data administration. The analysis was performed using descriptive and inferential statistics through SPSS version 21. The findings of the study indicated that there is a positive and significant relationship was found between personality characteristics and organizational commitment among secondary school teachers. It was also concluded that personality characteristics effects on organizational commitment. The study recommends that training and refresher courses may be arranged for secondary school teachers for flourishing personality characteristics.

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