Examination of relationship between teachers' loneliness at workplace and their life satisfaction

2013 ◽  
Vol 3 (3) ◽  
pp. 59-69 ◽  
Author(s):  
Ercan Yılmaz ◽  
Hüseyin Arslan
Keyword(s):  
Life Satisfaction ◽  
Marital Status ◽  
Primary Schools ◽  
Cluster Sampling ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Emotional Deprivation ◽  
Multiple Regression Technique ◽  
Research Findings ◽  
Predictive Role

This research aims to examine teachers' life satisfaction level and their loneliness at workplace according to some variables. It also aims to find out predictive role and its level of teachers' loneliness at workplace on their life satisfaction. Research is carried out in accordance with relational screening model and 402 primary school teachers who are working in Ankara during 2012-2013 academic year and selected from 35 primary schools by use of disproportionate cluster sampling method constitutes the sample of the research. The data is collected with ''the scales of loneliness at workplace and life satisfaction'' and tested by making use of multiple regression technique. The differentiation levels in terms of teachers' life satisfaction and their loneliness at workplace, their sexes, marital status, attendance to concerted social activities out of school and union membership are analysed using T test. Research findings indicate that while there is not a significant difference between teachers' loneliness level at workplace with respect to marital status in the dimension of emotional deprivation, there is a meaningful diffrence in the dimension of social friendship. Single teachers feel themselves lonelier at workplace than married ones in social friendship dimension. According to marital status variable, life satisfaction levels show significant difference in favor of married teachers. Moreover, between the points of teachers' life satisfaction and the points of their loneliness at workplace in the dimensions of emotional deprivation and social friendship, there is meaningful negative way relationship. It is also inferred that there is a meaningful opposite relationship between emotional deprivation dimension of teachers' loneliness at workplace and social friendship dimension of their life satisfaction.

Investigation of Teachers' Level of Life Satisfaction and Perceptions of Individual Innovation in the COVID-19 Pandemic Process

2021 ◽  
Vol 15 (11) ◽  
pp. 3196-3201
Author(s):  
Enver Döşyilmaz ◽  
Ayhan Kayabaşi
Keyword(s):  
Life Satisfaction ◽  
Marital Status ◽  
Resistance To Change ◽  
Demographic Variables ◽  
Satisfaction Scale ◽  
National Education ◽  
Significant Difference ◽  
Scale Scores ◽  
Individual Innovativeness ◽  
The Individual

Background and Aim: This study seeks to examine whether there is a difference between the level of relationship between teachers' individual innovativeness perceptions and their life satisfaction and whether there is a difference in terms of some demographic variables during the COVID-19 pandemic. Methods: The research is a quantitative study and was carried out in relational screening model. The sample of the study consists of 335 teachers working in schools affiliated to the Kahramanmaras Central District National Education Directorates. The data of the research was analysed using the Jamovi 1.6.12 statistical software program. Results and Conclusion:: As a result of the research, it was seen that the majority of the teachers were in the questioning and pioneering groups based on the scores of the individual innovativeness scale,. Significant differences were found in the scores of the participants' individual innovativeness scale sub-dimensions in terms of gender, marital status, branch, and sports status. On the other hand, there were no significant differences in life satisfaction scale scores in terms of gender, marital status, and branch variables (p>0.05); It was found that there was a significant difference in terms of the variable of doing sports (p>0.05); In addition, no significant relationship was found between the sub-dimensions of resistance to change, opinion leadership, openness to experience, and risk-taking and life satisfaction. Keywords: COVID-19, Teacher, Individual innovation, Life satisfaction.

scholarly journals ASSESSMENT OF ADMINISTRATIVE ROLE PERFORMANCES OF HEADMASTERS OF PRIMARY SCHOOLS IN EBONYI STATE SOUTH EAST, NIGERIA

2020 ◽  
Vol 7 (9) ◽  
pp. 6-16
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Adequate Funding ◽  
Multi Stage ◽  
Significant Difference

This study was carried out to identify the administrative role performances of headmasters of primary schools in Ebonyi state, southeast Nigeria. The study also identified the challenges faced the headmasters in performing their roles and strategies for handling these challenges. Three research questions were developed in line with the purpose of the study. Three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 1471 headmasters and 10,188 teachers, and the sample comprised 150 headmasters and 1000 primary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A–21 item instrument termed “Headmasters’ Administrative Role Performance Assessment Questionnaire” (HARPAQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.85. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while z-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the 21 items were accepted by the respondents. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of headmasters and primary school teachers from Ebonyi state on the items presented. Adequate funding, prudency and accountability in fund management, regular leadership training of headmasters, formation of formidable umbrella union for the headmasters to always interact with government on issues of school funding and management, involving the PTA and community in school management among others were recommended.

Malaysian Primary Teachers’ Perceptions on Dyscalculia

2021 ◽  
Vol 2 (6) ◽  
pp. 125-136
Author(s):  
Yoong Soo May ◽  
Fu Sai Hoe ◽  
Wong Wei Lun ◽  
Lijuan Shen
Keyword(s):  
Survey Data ◽  
Primary Schools ◽  
Primary Teachers ◽  
Difficulty Level ◽  
Ministry Of Education ◽  
Learning Abilities ◽  
Learning Capability ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

Life Satisfaction Depending on Socio-Economic Status and Gender among Turkish Students

2009 ◽  
Vol 7 (4) ◽  
pp. 379-386 ◽  
Author(s):  
Susran Erkan Eroğlu ◽  
Hasan Bozgeyikli ◽  
Vahit Çalişir
Keyword(s):  
Life Satisfaction ◽  
Sampling Method ◽  
Economic Status ◽  
Survey Method ◽  
Socio Economic Status ◽  
Significant Difference ◽  
Turkish People ◽  
Research Findings ◽  
And Gender ◽  
The Relationship

This research was carried out using the survey method in an attempt to find out the relationship between the life satisfaction and socio-economic status (SES) of adolescents. The research was conducted among 275 young Turkish people chosen by the random sampling method. The research findings determined that there was a significant difference between the life satisfaction and SES of the respondent students. On the other hand, contrary to expectations, there was no significant difference according to the gender variable.

scholarly journals Assessment of the management skills and skills of affecting teachers of primary school directors by teachersİlkokul müdürlerinin yönetim ve öğretmenleri etkileme becerilerinin öğretmenler tarafından değerlendirilmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 4520 ◽  
Author(s):  
Latife Kabaklı Çimen ◽  
Eren Gezer
Keyword(s):  
Primary School ◽  
Marital Status ◽  
Primary Schools ◽  
Personal Information ◽  
Educational Status ◽  
Management Skills ◽  
School Directors ◽  
Significant Difference ◽  
Screening Study ◽  
High Level

In addition to many factors determining the quality of education in educational institutions, the skills of education managers to manage the institution and affect teachers are also important. This study was carried out in order to determine the management skills and skills of affecting teachers of primary school directors in line with teacher opinions. The study group consists of 367 teachers working at state primary schools in Tuzla district of Istanbul province in the 2013-2014 academic year. The study is a screening study of the relational comparison type.The “Scale of School Principals’s  Teachers Affect” which was developed by Uygun (2006), "Management Skills Scale" adapted to Turkish by Şekerci (2006) and the “Personal Information Form” were used in the study in order to collect data.The results of this study show that the management skills of school directors are perceived by teachers at a high level. While the management skills of school directors perceived by teachers do not vary by the gender, age, marital status, seniority, grades taught and educational status of the teachers, a significant difference was determined by the variable of the region of education.It was seen that the skills of school directors to affect teachers are at the intermediate level according to the teacher perception. While there was no significant difference between the skills of school directors to affect teachers and the gender, marital status, the grades taught and educational status of the teachers, a significant difference was found by age and seniority. It was determined that as the management skills of school directors increased their scores of affecting teachers increased and there was a significant positive relationship between them. ÖzetEğitim kurumlarında eğitimin niteliğini belirleyen birçok faktörle birlikte eğitim yöneticilerinin kurum yönetimi becerileri ile öğretmenleri etkileme becerileri de önemlidir. Bu araştırma, ilkokul müdürlerinin yönetim ve öğretmenleri etkileme becerilerini öğretmen görüşleri doğrultusunda belirlenmek amacıyla yapılmıştır. Çalışma grubu 2013-2014 eğitim-öğretim yılında İstanbul İli Tuzla İlçesi devlet ilkokullarında görev yapan 367 öğretmenden oluşmaktadır. Araştırma ilişkisel karşılaştırma türünde bir tarama çalışmasıdır.Araştırmada veri toplamak amacıyla Uygun (2006) tarafından geliştirilen “Okul Müdürlerinin Öğretmenleri Etkileme Ölçeği”,  Şekerci (2006) tarafından Türkçeye uyarlanan “Yönetim Becerileri Ölçeği” ve “Kişisel Bilgi Formu”  kullanılmıştır.Bu araştırmanın sonuçları, okul müdürlerinin yönetim becerilerinin öğretmenler tarafından yüksek düzeyde algılandığını göstermektedir. Öğretmenlerin algıladıkları okul müdürlerinin yönetim becerileri öğretmenlerin cinsiyet, yaş, medeni durum, kıdem, okuttuğu sınıf ve eğitim durumlarına göre değişmezken; eğitim bölgesi değişkenine göre anlamlı farklılık belirlenmiştir.Okul müdürlerinin öğretmenleri etkilemeleri becerilerinin öğretmen algısına göre orta düzeyde olduğu görülmüştür. Okul müdürlerinin öğretmenleri etkileme becerileri ile öğretmenlerin cinsiyet, medeni durum, okutulan sınıf ve eğitim durumuna göre anlamlı farklılık bulunmazken; yaş ve kıdeme göre anlamlı fark bulunmuştur. Yönetim becerileri arttıkça okul müdürlerinin öğretmenleri etkileme puanlarının arttığı ve aralarındaki pozitif yönde anlamlı ilişki olduğu belirlenmiştir.

scholarly journals Investigating primary school teachers’ perception of conflict management strategies used by principalsÖğretmen görüşlerine göre ilköğretim okul yöneticilerinin kullandıkları çatışma yönetimi stratejileri

2015 ◽  
Vol 12 (2) ◽  
pp. 1734
Author(s):  
Osman Titrek ◽  
Muammer Maral ◽  
Deniz Barut Kızılkaya
Keyword(s):  
Conflict Management ◽  
Marital Status ◽  
Primary Schools ◽  
School Administrators ◽  
Management Strategies ◽  
Educational Status ◽  
Conflict Management Styles ◽  
Conflict Situations ◽  
Significant Difference ◽  
Descriptive Survey

<p>The purpose of this study is to determine which and how often conflict management strategies are used in case of any conflict situations by school principals attending primary schools. This study aims to identify to what extent the school administrators use the strategies of integration, reconciliation, compromise, domination and avoidance when handling conflicts and whether there are differences based on factors including teacher’s gender, marital status, or whether they assume a role in management, or the rank of their position, their age, educational level and seniority. 300 teachers attending primary and middle schools in Kağıthane, Istanbul were administered the “Conflict Management Styles Survey” as part of the research which was conducted using the descriptive survey model.  The results of the study showed that the school principles use the integration strategy the most; there is no significant difference in the opinions of teachers based on factors such as gender, marital status, management experience, or educational status; there is a significant difference in the feedback on integration and reconciliation strategies based on the factor of rank of position held; and there is a significant difference in the feedback from teachers about integration, avoidance and reconciliation strategies both based on the factor of age and factor of seniority.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı, ilköğretim okullarında görev yapan öğretmenlerin görüşlerine göre okul müdürlerinin herhangi bir çatışma durumunda çatışma yönetim stratejilerinden hangilerini ne kadar sıklıkla kullandıklarını, okul yöneticilerinin çatışmaları yönetirken tümleştirme, uzlaşma, ödün verme, hükmetme ve kaçınma stratejilerini ne derece kullandıkları, öğretmenlerin cinsiyet, medeni durum, yöneticilik görevi yapıp yapmadıkları, görev yaptıkları kademe, yaş, eğitim düzeyi, kıdem değişkenlerine göre bir farklılık olup olmadığı belirlenmeye çalışmaktır. Betimsel tarama modeli ile gerçekleştirilen bu araştırmada İstanbul ili Kağıthane ilçesindeki ilkokul ve ortaokullarda görev yapan 300 öğretmene “Çatışma Yönetim Stilleri Anketi” uygulanmıştır.  Araştırmanın sonucunda okul müdürlerinin en çok tümleştirme stratejisini kullandıkları, cinsiyet, medeni durum, yöneticilik tecrübesi, eğitim durumu değişkenlerine göre öğretmenler görüşleri arasında anlamlı bir farklılığın olmadığı, görev yapılan kademe değişkenine göre tümleştirme ve uzlaşma stratejilerine ilişkin görüşlerde anlamlı farklılığın olduğu, hem yaş değişkenine hem de kıdem değişkenine göre tümleştirme, kaçınma ve uzlaşma stratejilerine ilişkin öğretmen görüşleri arasında anlamlı farklılığın olduğuna ulaşılmıştır.</p>

Burden, Social Support, and Life Satisfaction Among Caregivers of Children With Intellectual Disability: The Case of Felege Abay and Shembt Primary Schools, Bahir Dar, Ethiopia

2019 ◽  
Vol 39 (3) ◽  
pp. 147-153 ◽  
Author(s):  
Fentanesh Gebeyehu ◽  
Amare Sahile ◽  
Meseret Ayalew
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Intellectual Disability ◽  
Primary Schools ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
T Test ◽  
Sociodemographic Variables ◽  
Significant Difference ◽  
Children With Intellectual Disability

This study was conducted to examine the burden, social support, and life satisfaction among caregivers of children with intellectual disability. The level of burden, social support, and life satisfaction of caregivers; the relationship among burden level, social support, and life satisfaction; and burden level difference across sociodemographic characteristics of the participants were the objectives of this study. With inclusion criteria of availability, willingness, and pertinent priority of being parents, grandparents, and siblings of the child, 74 caregivers were selected using comprehensive sampling technique. Descriptive statistics, one sample t test, Pearson correlation coefficient, independent sample t test, and one-way analysis of variance, were used for data analysis. The findings revealed that caregivers are experiencing much level of burden with inadequate social support and have pitiable satisfaction in their life. Burden is negatively correlated with social support and life satisfaction, but social support is positively correlated with satisfaction in life. Some of the sociodemographic variables, such as sex and school, were showing significant differences in the experiences of burden level, while all other sociodemographic variables used in this study were not having significant difference. The result implied that caregivers are in need of social support so as to outweigh the level of burden and enhance their satisfaction in life.

Prevalence of depressive disorders in shanghai children aged 8∼12 years

2011 ◽  
Vol 26 (S2) ◽  
pp. 623-623
Author(s):  
J. Fan ◽  
H.-L. Gu ◽  
H.-L. Yang ◽  
W.-Y. Wang ◽  
J. Yi ◽  
...  
Keyword(s):  
Depressive Disorder ◽  
Prevalence Rate ◽  
Primary Schools ◽  
Depressive Disorders ◽  
Depression Scale ◽  
Epidemiological Studies ◽  
Cluster Sampling ◽  
Significant Difference ◽  
Prevalence Of Depression ◽  
Dsm Iv

ObjectiveThe purpose of this study was to investigated the prevalence child depression in primary schools.Methods3685 students from Grade 3 to Grade 5 were selected from 7 primary schools of Pudong district in Shanghai by random and cluster sampling. The study design consisted of a screening stage in which the Center for Epidemiological Studies Depression Scale for Children(CES-DC) were used, and a clinical interview stage in which the K-SADS-present state version (K-SADS) and DSM-IV were used. The diagnoses of depressive disorder were made according the DSM-IV criteria.ResultsThe prevalence of children depression was 1.60% (95%CI = 1.19%∼2.00%). The prevalence rate of male(2.08%) was significant higher than that of female (1.09%)(X2=5.40, P = 0.02). The rate of depressive disorder increased with age from 0.57% (8 years old) to 2.47% (12 years old). The prevalence of depression was no significant difference between ages from 8 to 12 years old (X2 = 4.49, P = 0.34).ConclusionThe prevalence rate of children depression in Shanghai is low. The prevalence of depression among boys is much higher than that of girls.It shows the prevalence of depression is no significant difference between ages from 8 to 12 years old.

scholarly journals HEALTH AND SAFETY SITUATION AT NON-PUBLIC PRIMARY SCHOOLS

2019 ◽  
Vol 19 (2) ◽  
pp. 179-188
Author(s):  
Masoumeh Imanian ◽  
Siyamak Tahmasebi ◽  
Akbar Biglaryan ◽  
Kianoush Abdi ◽  
Robab Teymouri ◽  
...  
Keyword(s):  
Primary Schools ◽  
Rating Scale ◽  
Health And Safety ◽  
Vulnerable Groups ◽  
Current Status ◽  
Personal Hygiene ◽  
Cluster Sampling ◽  
Statistical Population ◽  
Significant Difference ◽  
The Mean

Children are one of the most vulnerable groups in societies and promoting their health and safety in school should be one of the goals of education systems. Evaluating the current status of schools is the first step toward the prevention of crises in schools and coping with them. The present study investigates the health and safety status of non-public primary schools in Tehran. The present cross-sectional, descriptive-analytical study was conducted on a statistical population of non-public primary schools in Tehran, including 65 schools that were selected through multistage cluster sampling. The study tool was the School-Age Care Environment Rating Scale (SACERS), which was completed by the researcher upon observing the current status of schools, and a statistical analysis was then carried out in SPSS-23 using deductive analysis with the single-sample t-test and the cumulative percentage analysis. The results obtained showed that the schools met the required standards in indicators including health policies, safety policies, emergency conditions and personal hygiene; however, they lacked these standards in indicators including health measures, safety measures, attendance, departure and meals/snacks. In general, there was a significant difference between the mean health and safety indices in the schools and the required standards (t=-8.19, P<0.001), and the schools did not meet the required health and safety standards in view of the size of the mean difference. Regarding the role of supervisory authorities and attitudes of staff and parents related to educational environment, it seems that schools need to improve and resolve their deficiencies in various dimensions of health and safety in order to be ready to deal with emergencies. Assessments can be carried out in schools in the form of periodical self-evaluations to improve their performance. In this process, the school environment provides a safer and more enjoyable way for children to learn and create a sense of belonging to the school.

scholarly journals Prevalence of visual impairment and refractive error in school-aged children in South Darfur State of Sudan

2016 ◽  
Vol 75 (1) ◽  
Author(s):  
Saif H. Alrasheed ◽  
Kovin S. Naidoo ◽  
Peter C. Clarke-Farr
Keyword(s):  
Visual Impairment ◽  
Refractive Error ◽  
Primary Schools ◽  
Anterior Segment ◽  
Care Plan ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
School Aged Children ◽  
Grade Levels ◽  
Significant Difference

Background: Global estimates suggest there are almost 19 million visually impaired children worldwide, the major cause being uncorrected refractive error (RE).Aim: To assess the prevalence of visual impairment (VI) and RE among Sudanese school-aged children.Setting: Eight randomly selected primary schools from 21 districts in South Darfur State of Sudan were involved.Methods: A school-based cross-sectional study of RE and VI in primary schoolchildren from grades 1 to 8 (children aged 6–15 years) was investigated. A Refractive Error Study in Children (RESC) protocol was implemented to determine the prevalence of RE and VI in these schoolaged children. Participants were enrolled through stratified multistage cluster sampling of four all-male and four all-female primary schools from South Darfur State of Sudan. Examination procedures followed the RESC protocol, which included visual acuity (VA) measurements, binocular vision assessments, retinoscopy and autorefraction under cycloplegia, as well as examination of the external eye, anterior-segment, media and fundus.Results: A total of 1775 children were invited to participate in the study and 1678 were examined resulting in a participation rate of 94.5%. The findings indicated that the prevalence of uncorrected, presenting and best-corrected VA of 6/12 or worse was 6.4% (95% confidence interval [CI], 4.9–7.9), 4.4% (95% CI, 2.9–5.9) and 1.2% (95% CI, 0.3–2.7) respectively. RE was the cause of VI in 57% of participants, retinal disorders in 13.1%, amblyopia in 5.6%, corneal opacity in 0.9%, cataract in 3.7%, with the causes of reduced vision undetermined in 10.3% and various other causes contributed 9.3%. External and anterior-segment abnormalities were observed in 10.2% of children. This was mainly allergic conjunctivitis (5.3%) followed by bacterial and viral conjunctivitis (4.2%). The prevalence of myopia (≥|-0.50 D|) in one or both eyes was 6.8% (95% CI, 5.3–8.3), hypermetropia (≥ 2 D) was noted in 1.9% (95% CI, 0.4–3.4) and astigmatism (≥|-0.75 D|) prevailed in 2.5% (95% CI, 1.0–4.0). Prevalence of VI among schoolaged children were associated with the children’s age and grade levels (p = 0.00) but was not correlated with gender (p = 0.224). Prevalence of RE among school-aged children was significantly correlated with age and grade levels (p = 0.00). No significant correlation was found between gender and prevalence of RE (p = 0.833). The prevalence of VI because of myopia was associated with increasing grade levels and also the childhood age (p = 0.023), but there was no significant difference in the prevalence of VI because of myopia between male and female children.Conclusion: Uncorrected RE was a major cause of VI among children in the South Darfur State. There is thus a critical need for developing a comprehensive child eye care plan focusing on the reduction of uncorrected RE through collaboration between key stakeholders and government.

Sign in / Sign up

Export Citation Format

Share Document