A Global Study of Workplace Happiness of International Teaching Staff Members

2021 ◽  
Author(s):  
Andrew Charles Zegelin
Keyword(s):  
Teaching Staff ◽  
Staff Members ◽  
Global Study ◽  
International Teaching ◽  
Workplace Happiness

scholarly journals Evaluation of musculoskeletal symptoms and of work ability in a higher education institution

2015 ◽  
Vol 28 (2) ◽  
pp. 297-306
Author(s):  
Denise Hollanda Iunes ◽  
Melissa Louyse Duarte ◽  
Leticia do Vale Pereira ◽  
Murilo César do Nascimento ◽  
Valdeci Carlos Dionisio
Keyword(s):  
Higher Education ◽  
Work Ability ◽  
Functional Disability ◽  
Education Institution ◽  
Musculoskeletal Symptoms ◽  
Teaching Staff ◽  
Work Ability Index ◽  
Staff Members ◽  
Work Related ◽  
Object Of Study

Introduction Work-related musculoskeletal disorders (WMSDs) represent a significant object of study for the field of occupational health, as they can lead to absenteeism, compensation costs and different levels of functional disability. Nonetheless, there are few studies assessing WMSDs in public higher education institutions. Objective The present study aimed to investigate, describe and correlate musculoskeletal symptoms and work ability of staff members of the Federal University of Alfenas (Unifal-MG), in the state of Minas Gerais, Brazil. Materials and methods A descriptive and correlational study was conducted with 213 professors, 188 administrative technicians and 124 outsourced staff members using two self-administered questionnaires: the Work Ability Index (WAI) and the Nordic Musculoskeletal Questionnaire (NMQ). Results Most of the teaching staff presented good work ability 47.9% (n = 102). Among administrative technicians and outsourced staff, on the other hand, excellent work ability predominated, with 43.6% (n = 82 technicians) and 51.61% (n = 68 outsourced). The most affected region among professors and administrative staff was the neck/cervical area 36.15% (n = 77 professors); and 28.19% (n = 53 technicians). Among outsourced staff, the lower back was reported as the main source of pain, with 23.28% (n = 29). Conclusions The presence of pain interfered in the work ability of workers regardless of the affected region. Having another occupation outside the institution did not influence pain of self-assessed staff members. The work ability of Unifal-MG staff was classified as good or excellent; thus, we recommend preventive work for this population, directed at the physical and mental aspects of work activities in order to maintain or improve such rates.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals The necessary requirements needed for employing e. learning in the (teaching staff) in the faculty member of education, from the point of view of the teaching staff in sudan university

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Hatem Abdel Maged El-Sadek , Rehab Bashir Hassan Al-Awad
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Point Of View ◽  
Teaching Staff ◽  
University Faculty ◽  
Educational Design ◽  
Staff Members ◽  
E Learning ◽  
The University ◽  
Descriptive Method

The study aimed to identify the necessary requirements needed for employing e. learning in the (teaching staff) in the faculty memberof education, from the point of view of the teaching staff. In this study the researcher employed the analytical descriptive method and the size of the sample in which the study was applied was (127) individualsof the teaching staff with a degree of Assistant Professorand above The researcher has employed questionnaire technique as a study tool. The most important findings of the study are: The study has come to the fact that the majority of the researchers managed to answer the study areas which are summarized in (the requirements needed for employing e. learning by the teaching staff، which was specified by this study، these requirements are vitally important from the point of view of the teaching staff. The most important requirements for the use of e-learning in the university faculty member. It consists in possessing the competencies of preparing courses electronically, which means designing the content or electronic curriculum in accordance with the principles of educational design. The most important recommendations of the study are: Providing all the requirements needed to put e. learning into practice (for the teaching staff members) which was determine by the study to employ e. learning in the institutions of the higher education in Sudan.  

scholarly journals The Level of Academic Leaders’ Mastery of the Intangibles Management Skills and its Role in Achieving the Competitive Advantage of Saudi Universities: A Field Study

2021 ◽  
Vol 45 (1) ◽  
pp. 235-265
Keyword(s):  
Competitive Advantage ◽  
Academic Rank ◽  
Teaching Staff ◽  
Management Skills ◽  
Academic Leaders ◽  
Staff Members ◽  
Significant Difference ◽  
Mastery Level ◽  
College Type ◽  
The Relationship

This study aimed to examine the academic leaders' mastery level in emerging Saudi universities of intangibles management skills and explore the relationship between mastery levels and achieving a competitive advantage. A total of 330 randomly selected teaching staff members at Prince Sattam Bin Abdulaziz University responded to a questionnaire developed by the researcher. Findings showed that (a) the academic leaders' mastery level of intangibles knowledge management skills at university was high, (b) there was a positive relationship between mastery level and achieving a competitive advantage, and (c) there was no statistically significant difference about mastery level due to college type or academic rank or the nature of work while there was a statistically significant difference due to gender in favor of males. Regarding achieving a competitive advantage, the study revealed that there were no statistically significant differences due to college type and academic rank while there was a statistically significant difference due to gender in favor of males and the nature of work in favor of expatriates. The researcher recommended providing the current and the second class of leaders with intangibles management skills and enacting a clear law to protect intellectual capital from strict restrictions by toxic, dictatorial, or bureaucratic leaderships and from the misuse of rigid systems of accountability or traditional censorship.

scholarly journals Hate and harassment in academia: the rising concern of the online environment

2021 ◽  
Author(s):  
Atte Oksanen ◽  
Magdalena Celuch ◽  
Rita Latikka ◽  
Reetta Oksa ◽  
Nina Savela
Keyword(s):  
Minority Group ◽  
Academic Research ◽  
Online Communication ◽  
Well Being ◽  
Teaching Staff ◽  
Post Traumatic Stress ◽  
Online Harassment ◽  
Staff Members ◽  
Research And Teaching ◽  
Wide Range

AbstractHostile online communication is a global concern. Academic research and teaching staff are among those professionals who routinely give public comments and are thus vulnerable to online attacks. This social psychological and criminological study investigated online harassment victimization among university researchers and teachers. Survey participants (N = 2,492) were university research and teaching staff members from five major universities in Finland. Victimization was assessed with a 20-item inventory. The study included a wide range of both background and general measures on well-being at work. Participants also took part in an online experiment involving a death threat targeting a colleague. Results showed that 30% of the participants reported being victims of online harassment during the prior 6 months. Victims were more often senior staff members, minority group members, and from the social sciences and humanities. Those active in traditional or social media were much more likely to be targeted. Victims reported higher psychological distress, lower generalized trust, and lower perceived social support at work than non-victims. Individuals who were targeted by a colleague from their work community reported higher post-traumatic stress disorder scores and a higher impact of perceived online harassment on their work compared to other victims. In the experimental part of the study, participants reported more anxiety when a close colleague received a death threat. Participants also recommended more countermeasures to a close colleague than to an unknown person from the same research field. Results indicate that online harassment compromises well-being at work in academia. There is an urgent need to find ways of preventing online harassment, both in workplaces and in society at large.

scholarly journals Opinions of the Teaching Staff at Taibah University About Islamic Education Teacher Preparation Programs in the Light of the Requirements of Intellectual Security

2021 ◽  
Vol 14 (5) ◽  
pp. 42
Author(s):  
Awadh Zuraiban Al-Johani
Keyword(s):  
Statistical Significance ◽  
Point Of View ◽  
Islamic Education ◽  
Security Requirements ◽  
Teaching Staff ◽  
Preparation Program ◽  
Preparation Programs ◽  
Significance Level ◽  
First Semester ◽  
Staff Members

The current study aims to explore the realm of preparing Islamic education teachers in the light of the intellectual security requirements from the point of view of teaching staff at Taibah University. The researcher used the descriptive approach and designed a questionnaire to review the opinions that consisted of two main topics. The first topic is the intellectual security requirements for the academic preparation program (the Specialist Academic Aspect – the Cultural Aspect – the Educational Aspect “Professional”) to encounter radicalism and terrorism. The second topic is the proposed concept to encounter the obstacles to fulfill intellectual security requirements in the preparation colleges programs. Each main topic is subdivided into a set of clauses (42 clauses) for the two topics. The study sample consists of (83) teaching staff members at the preparation colleges. The study has been applied to the study sample during the first semester of the academic year 1439 – 1440 A.H. The study findings show the following: The first topic achieved (78.55%) of the opinions of the study sample members about the preparation program of the Islamic Education teachers in the light of the intellectual security requirements for encountering radicalism and terrorism. The second topic achieved (93%) of the opinions of the study sample members about the proposed concept to overcome the obstacles to meet intellectual security requirements in the preparation programs. There are no differences of the statistical significance level (50. = ∞) among the study sample members toward the questionnaire according to the faculty type for the first topic and the tool in general. There are no differences of the statistical significance level (50. = ∞) among the study sample members toward the questionnaire according to the faculty type for the second topic and the tool in general.

scholarly journals The Degree of Practice of the Strategies for Teaching Arabic Language by Teaching Staff Members in the Jordanian Universities: درجة ممارسة أعضاء الهيئة التّدريسيّة في الجامعات الأردنيّة استراتيجيّات تدريس اللغة العربيّة

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Mohammed Fawzi Ahmed Bani Yasin
Keyword(s):  
Learning Strategy ◽  
Cultural Theory ◽  
Teaching Strategy ◽  
Arabic Language ◽  
The Self ◽  
Teaching Staff ◽  
Staff Members ◽  
The Social ◽  
High Level ◽  
Self Learning

The aim of the study was to find out The Degree of Practice of the Strategies for Teaching Arabic Language by Teaching Staff Members in the Jordanian Universities. In order to achieve this, the researcher designed a questionnaire distributed to 100 faculty members, which consisted of three areas: theories, approaches and strategies. The results of the study in the field of theories, which included (4) theories, showed that the theory of "top to bottom" was ranked first, while the "social cultural theory" ranked last. The results of the study in the field of linguistic entries, which included (7) entries, that the "traditional" entry was ranked first, while the "syntactic and skillful" came in last. The strategy area, which included 20 strategies, showed results in three levels: high, medium and low. The strategy of the "lecture" at the high level was ranked first by (9.338%), while the self-learning strategy at the same level was ranked last (6.614%). At the intermediate level, the "exchange strategy" (6.42%), while the "micro-teaching strategy" at the same level ranked last (3.696%). At the low level, the "self-accountability strategy" ranked first with 2.918% "At the same level last place by (0.194%) .

scholarly journals The Mediating Role of Knowledge Sharing Attitude among Academic Staff at Higher Education Institutions in the Relationship between Organizational Learning Environment and Teacher Knowledge Sharing Int

2021 ◽  
Vol VI (I) ◽  
pp. 12-25
Author(s):  
Aneela Syed ◽  
Muhammad Danish ◽  
Nagina Gul
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Teaching Staff ◽  
Staff Members ◽  
Knowledge And Attitude ◽  
The Impact

This study aims to explore the attitude of faculty members in the universities towards knowledge sharing (KS). The study also analyzed the impact of the organizational learning environment (OLE) on the knowledge-sharing attitude among the university is teaching staff. An empirical model is developed while an integrated theory of Planned Behavior (PB) to conceptualize the Knowledge Sharing Behavior among the employees of Higher Education Institutions (HEI). Moreover, the study recognizes the levels of Knowledge Sharing between the staff members within the organization. Out of 407 respondents, 300 responses were collected through self-administer a survey. The results provide empirical evidence that OLE and Intention to Sharing knowledge (ISK) are significantly related among academic Staff at HEI. The results of the study may help the institution level of intention in sharing knowledge and attitude toward perceived behavior subjective norms to retain core employees within the organization.

scholarly journals Teachers as Private Tutors: Understanding Dual Professional Identities of Six Faculty Members from Uzbekistan University

2021 ◽  
Vol 8 (2) ◽  
pp. 227-243
Author(s):  
Andrey Khojeev
Keyword(s):  
Teacher Identity ◽  
Negative Impact ◽  
Structured Interview ◽  
University Teaching ◽  
Teaching Staff ◽  
Power Relationship ◽  
Professional Identities ◽  
Staff Members ◽  
Professional Activities ◽  
Dual Identities

Due to socio-economic difficulties, many teachers in Uzbekistan combine their regular teaching activities with private supplementary tutoring (PST). Involvement in two professional activities has led to the emergence of teacher and tutor professional identities. It is assumed that the co-existence of dual identities has an influence on the professional activities of a tutor and/or of a teacher. Although a plethora of studies has focused on teacher identity and its effect on teachers’ professional activities and some on co-existence of teacher identity with other social identities, there is a gap in the academic literature with only a few studies on teacher-tutor identity and its impact on their professional activities. The present qualitative study has made an attempt to reveal the types of relationship between these two professional identities, to find out the reasons for the existing relationship and to explore how this relationship impacts their professional activities as a tutor and/or as a teacher. For these purposes, the research utilizes semi-structured interview questions with six university teaching staff members who are also private tutors. By applying a predetermined theoretical framework, an intrapersonal identity network approach, the study reveals the three most predominant types–power relationship, temporal and conflicting. These types of relationship found to have a negative impact on the respondents’ activities as private tutors.

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