DIGITAL TRAINING IN THE TEACHING PROFESSION AND WELL-BEING AT WORK: WHICH ELEMENTS AND WHICH RELATIONSHIPS?

2021 ◽  
Author(s):  
Daniela Di Donato ◽  
Irene Stanzione ◽  
Marta Cecalupo ◽  
Ilaria Bortolotti
Keyword(s):  
Well Being ◽  
Teaching Profession ◽  
Digital Training

scholarly journals Accounting Faculty mental health: coping strategies against stress,

2021 ◽  
Author(s):  
Eduardo Mendes Nascimento ◽  
Marcia Carvalho Garcia ◽  
Edgard Cornacchione
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Linear Regression ◽  
Coping Strategies ◽  
Well Being ◽  
Active Coping ◽  
Teaching Profession ◽  
Faculty Members ◽  
Accounting Faculty ◽  
Brief Cope

ABSTRACT This study sought to investigate which coping strategies are most frequently used by accounting faculty and how they can modulate the perceived stress. The higher education academic environment is filled with events that are stressful in nature; however, little effort, especially in the area of accounting, has been employed in seeking to understand and propose guidelines that can improve well-being and pleasure in the teaching profession. A coping strategy is a behavior that protects the individual from psychological damage related to problematic social experiences; it is through these behaviors that individuals manage their day-to-day experiences, thus helping to maintain their mental health. The discussion about the use of strategies for coping with stress lacks an approach in higher education institutions (HEIs), as it indicates that various strategies are being employed ineffectively and signals that three of the statistically significant strategies belong to the dimension of those focused on dysfunctional emotions. And, more seriously, of those three strategies, two (self-reproach and denial) have further contributed to increasing the perception of stress. The Teacher Stress Inventory (TSI), composed of 26 questions with a five-point Likert scale, and the Brief COPE (Coping Orientation to Problems Experienced Inventory), with 28 items and a four-point scale, were employed together with sociodemographic questions. An electronic questionnaire was sent to two thousand accounting faculty in Brazil. Altogether, 563 faculty members answered the questions. The analysis was conducted through association and multiple linear regression tests. It was verified that the average stress reported by the faculty members was 63% of the maximum TSI score, and the most prevalent strategies measured by the Brief COPE were planning, active coping, positive reinterpretation, use of instrumental support, self-reproach, and religion. Through linear regression estimation, it was concluded that two coping strategies (active coping and behavioral divestment) negatively moderated the faculty members’ stress, but two others (self-reproach and denial) raised their perception of stress. Moreover, it was discovered that the faculty members who were most vulnerable to stress use less adaptive coping strategies more intensely.

scholarly journals Emotional Intelligence, Social Support and General Well-Being of Working and Non-Working Muslim Women

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Nishat Afroz
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Descriptive Analysis ◽  
Muslim Women ◽  
Well Being ◽  
Teaching Profession ◽  
T Test ◽  
Coefficient Of Correlation ◽  
The Relationship ◽  
The City

The purpose of the study was to identify and compare the emotional intelligence, general well-being and social support of working and non-working Muslim women and to find out the relationship between emotional intelligence, general well-being and social support of Muslim women. Sample of the study comprised of 80 females subjects divided into two groups. One group was consisted of 40 working females from teaching profession and other group was consisted of 40 non-working females i.e., housewives. All subjects were belonged to Muslim religion and were drawn from the city of Varanasi. Data have been analysed by using descriptive analysis, t-test, and coefficient of correlation. Findings indicated that working and non-working Muslim females did not differ on any of the scale i.e., emotional intelligence, general well-being and social-support.

scholarly journals Teachers’ Personality, Perfectionism, and Self-Efficacy as Predictors for Coping Strategies Based on Personal Resources

2021 ◽  
Vol 12 ◽  
Author(s):  
Elena Mirela Samfira ◽  
Ramona Paloş
Keyword(s):  
Strategic Planning ◽  
Coping Strategies ◽  
Self Efficacy ◽  
Well Being ◽  
Teaching Profession ◽  
Proactive Coping ◽  
Personal Resources ◽  
Psychological Constructs ◽  
Preventive Coping ◽  
Criterion Variables

Many psychological constructs as personality, perfectionism, and self-efficacy have been identified to have a strong contribution to teachers’ coping strategies, but how these variables collectively predict different types of coping has received little attention. The present study aimed to explore the personal resources (personality traits, perfectionistic strivings, and self-efficacy) which predict teachers’ proactive coping strategies. The sample study consisted of 284 pre-service teachers, with ages ranging from 18 to 34years old (M=19.9; SD=2.1). Four hierarchical multiple regression analyses were conducted separately for every proactive coping strategy based on personal resources as criterion variables. Results showed that conscientiousness and openness were predictors for all four coping strategies based on personal resources (proactive, reflective, strategic planning, and preventive coping), extraversion and neuroticism predicted only proactive coping strategies, and agreeableness did not predict any kind of these coping strategies. Planfulness was a predictor for reflective, strategic planning, and preventive coping strategies; striving for excellence predicted only proactive coping, and organization was a predictor only for reflective coping strategies. Self-efficacy predicted the first three proactive coping strategies but preventive coping. Because coping strategies can be learned, knowing what personal resources may help teachers to cope with stressful situations inside and outside the school, could be organized training programs to improve activity and well-being in the teaching profession.

scholarly journals VARIABLES SOCIO AFECTIVAS Y LA EFICACIA EN LA LABOR DOCENTE

2017 ◽  
Vol 1 (1) ◽  
pp. 137
Author(s):  
Heriberto Rodríguez-Mateo ◽  
Davinia Saray García Silva ◽  
José Carlos Rodríguez-Trueba
Keyword(s):  
Teaching Effectiveness ◽  
Well Being ◽  
Teaching Profession ◽  
Two Dimensions ◽  
Three Dimensions ◽  
High Rate ◽  
Burnout Syndrome ◽  
Effective Teacher ◽  
Subjective Well Being ◽  
Affective Variables

Abstract.SOCIO AFFECTIVE VARIABLES AND THE EFFICIENCY IN TEACHINGIt is evident that there is a high rate of discomfort in the teaching profession. Different types of variables (individual, social and organizational) influence teachers, causing them to face many situations with high uncertainty. The consequences are chronic work stress, burnout syndrome, and burnout and mobbing. Maslach and Jackson (1981) establish criteria for the evaluation of this syndrome. In 1996 the MBI-GS Scale was built by Schaufeli, Leiter, Maslach and Jackson to measure burnout in all types of work regardless of the tasks performed in it. It was adapted to the Spanish version by Salanova, Schaufeli, Llorens, Grau and Peiró, in the year 2000. The MBI-GS consists of three dimensions: exhaustion, cynicism and professional efficiency. On the other hand, in the last years many studies are using the theoretical framework of the Mental Molds, as an explanatory factor of the human behavior in different areas. This theory allows to evaluate in an operative way the different ways of understanding the world and the life, and with high predictive validity, being able to predict the adaptation or the subjective well-being, the success or the failure of the general schooling, the mathematics or the chess In greater proportion than CI or other indicator (Hernández, 2005, Hernández-Guanir and Rodríguez-Mateo, 2006). This study aims to explore those socio-affective variables that may be related to the factors that define the wearer’s syndrome. It starts with the idea that in order to be an effective teacher it is necessary that the individual has a series of mental molds that support him in his daily professional work. To this end, this study was carried out in a secondary school with a sample of 40 teachers who have been evaluated with the help of two instruments: the MBI-GS and the Test of Cognitive-Emotional Strategies MOLDS (Hernández-Guanir, 2010). The results support the initial hypotheses that mark a positive correlation between the socio-affective variables of teachers and their effectiveness as teachers. Several linear regressions have also been performed, the results of which show that it is possible to obtain exploratory predictive models of two dimensions of the MBI-GS (cynicism and efficacy) through the most significant models that the model gives, confirming the predictivevalidity Of the theory of Mental Molds.Key words: affective partner variables, teaching effectiveness, supervision, Mental Molding, burnout.Resumen.Es evidente que existe un alto índice de malestar en la profesión docente. Diferentes tipos de variables (individuales, sociales y organizacionales) influyen en el profesorado haciendo que éste se tenga que enfrentar a muchas situaciones con alta incertidumbre. Las consecuencias son el estrés laboral crónico, el síndrome de desgaste profesional, o burnout y el mobbing. Maslach y Jackson (1981) establecen unos criterios de evaluación de dicho síndrome. En el año 1996 se construyó la Escala MBI-GS por Schaufeli, Leiter, Maslach y Jackson para medir burnout en todo tipo de trabajos independientemente de las tareas que en él se realicen. Fue adaptada a la versión española por Salanova, Schaufeli, Llorens, Grau y Peiró, en el año 2000. El MBI-GS se compone por tres dimensiones: agotamiento, cinismo y eficacia profesional. Por otro lado, en los últimos años son muchos los estudios que están utilizando el marco teórico de los Moldes Mentales, como factor explicativo de la conducta humana en distintos ámbitos. Esta teoría permite evaluar de forma operativa las distintas formas de entender el mundo y la vida, y con alta validez predictiva, siendo capaz de predecir la adaptación o el bienestar subjetivo, el éxito o el fracaso de la escolaridad general, las matemáticas o el ajedrez en mayor proporción que el CI u otro indicador (Hernández, 2005; Hernández-Guanir y Rodríguez-Mateo, 2006). Este estudio tiene como finalidad explorar aquellas variables socio afectivas que pueden estar relacionadas con los factores que definen el síndrome de desgaste profesional. Se parte con la idea de que para ser un docente eficaz es necesario que el individuo cuente con una serie de moldes mentales que lo sustenten en su labor profesional diaria. Para ello, se ha llevado a cabo este estudio en un centro educativo de secundaria, con una muestra de 40 docentes a los que se les ha valorado con la ayuda de dos instrumentos: el MBI-GS y el Test de Estrategias Cognitivo-emocionales MOLDES (Hernández-Guanir, 2010). Los resultados apoyan las hipótesis iniciales que marcan una correlación positiva entre las variables socio afectivas del profesorado y su eficacia como docentes. También se han realizado diversas regresiones lineales múltiples cuyos resultados muestran que es posible obtener modelos predictivos exploratorios de dos de las dimensiones del MBI-GS (cinismo y eficacia) a través de los moldes más significativos que arroja el modelo, lo que confirma la validez predictiva de la teoría de los Moldes Mentales.Palabras clave: variables socio afectivas, eficacia docente, supervisión, Moldes Mentales, burnout.

scholarly journals Teachers’ Indicators Used to Describe Professional Well-Being

2019 ◽  
Vol 9 (1) ◽  
pp. 16
Author(s):  
Sacha Stoloff ◽  
Maude Boulanger ◽  
Élisabeth Lavallée ◽  
Julien Glaude-Roy
Keyword(s):  
Positive Emotions ◽  
School Administration ◽  
Well Being ◽  
Teaching Profession ◽  
Present Knowledge ◽  
Point Of View ◽  
Physical Education Teachers ◽  
Healthy Lifestyles ◽  
The Third ◽  
Optimal Functioning

The teaching profession has been studied and discussed from a problem-oriented point of view and cultivated by a problem-oriented scientific tradition. Years of research have enabled a better understanding of difficult teaching conditions and teachers’ ill-being; an ideological and scientific shift, however, appears necessary to enrich and broaden our present knowledge. One particular question arises: which determinants optimize teachers’ professional well-being? In response, our study seeks to identify indicators that allow teachers to create, maintain or restore a state of professional well-being. Our research objective thus aims to describe teachers’ indicators regarding the “optimal functioning” that characterizes professional well-being (Seligman, 2011). The research protocol targets physical education teachers insofar as they are now recognized as leaders and models for promoting healthy lifestyles in schools and communities (MEQ, 2001). The methodology involved 5 focus groups composed of 37 teachers from 7 regions of Quebec. As the findings indicate, this approach allowed us to paint an integrative portrait of teachers’ indicators relative to professional well-being. Two categories have proved effective in terms of professional well-being: the first is Self and includes 4 variables: meaning, positive emotions, engagement and vitality; the second is Others and includes 3 sub-categories: students, colleagues and school administration. The sub-categories comprise 6 variables divided as follows: positive relationships, learning, collaboration, transfer (specifically for the two first sub-categories), followed by vision and valorization for the third sub-category.

scholarly journals Study on Stress among Female High School Teachers of Haryana

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Kavita Dua ◽  
Veena Sangwan
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Teacher ◽  
Well Being ◽  
Teaching Profession ◽  
Educational Process ◽  
School Teachers ◽  
Specific Level ◽  
Female Teachers ◽  
Female High School

Stress is unavoidable part of life due to increasing workload and complexities in daily life. Now-a-days the world is said to be world of achievement is a world of stress. Stress is anywhere and everywhere, weather it is in family, friends, business, institute or society. Right form birth to death, each and every individual exposed to stress. Each profession causes a specific level of stress. Teaching is also one of the stressful professions like many other professions.  In the educational process, the female teachers in teaching profession have increased. A female high school teacher is usually burdened with multiple roles and responsibilities. Female teachers are more vulnerable to stress as stress is caused by many factors including poor working conditions, scarcity of resources, heavy workloads and lack of administrative and family support system. As a result of these stressful aspects of teaching, stress can have negative effects on teacher’s physical, emotional, behavioral and mental well being. The main objective of this paper is to work out stress among female high school teachers of Haryana. Researcher has made all attempts to critically examine the studies conducted in the field of stress.

scholarly journals Predictors of Musculoskeletal Disorders Among Teachers: An Exploratory Investigation in Malaysia

2020 ◽  
Vol 16 (7) ◽  
pp. 67
Author(s):  
Ng Yi Ming ◽  
Peter Voo Su Kiong ◽  
Ismail Maakip
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
Multiple Regression ◽  
Psychosocial Factors ◽  
Primary Schools ◽  
Well Being ◽  
Teaching Profession ◽  
Physical Factors ◽  
School Teachers ◽  
Primary School Teachers

Purpose: The present study aimed to examine the prevalence and gender differences in MSDs among teachers, as well as the interaction of  associated predictor .In addition, another aim of the study was to investigate the contribution of these predictors, which have not been examined thoroughly particularly in Malaysia. Methodology: A cross-sectional study was employed in this study. A questionnaire was used to measure physical factors, psychosocial factors, workload, work-life balance, general well-being, and MSDs levels among primary school teachers (N=460) from 10 primary schools in Kota Kinabalu. Findings: The prevalence of MSD in the past 6 months was 61.7% (95% CI: 57.4% – 65.9%). The present study findings also indicated that there were significant gender differences in MSDs between female and male teachers (t = 1.04, p< .05). Hierarchical multiple regression was conducted to examine a range of predictors related to MSDs. Physical factors (ß = .17, p<0.05). Multiple regression was used for a variety of predictors that are associated with MSD. Physical factors (ß = .17, p<0.05), psychosocial factors (ß = -.14, p<0.05), and general well-being (ß = .43, p<0.01) are significantly associated with MSD in Malaysian primary school teachers. Overall, model statistic result was F (3, 276) = 36.730, p=0.001, R² = .45 and adjusted R² = .435. The model explained 44.7% (r= 0.67) of the variance in MSD discomfort. Conclusion: The studies concerning MSDs among teachers revealed the need for a significant effort, not only to examine the risk factors but also to develop interventions to minimize MSDs for those in the teaching profession.

scholarly journals SCHOOL PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS’ SUBJECTIVE WELL-BEING AT SCHOOL

2014 ◽  
Vol 62 (1) ◽  
pp. 40-50
Author(s):  
Mati Heidmets ◽  
Kadi Liik
Keyword(s):  
Public Schools ◽  
Transactional Leadership ◽  
Leadership Style ◽  
Turnover Intentions ◽  
School Principals ◽  
Job Insecurity ◽  
Well Being ◽  
Teaching Profession ◽  
School Principal ◽  
School Teachers

There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers’ wellbeing at the school - teachers’ burnout, job insecurity, teachers’ emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers’ job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals’ leadership style can be considered as a factor shaping the teachers’ wellbeing at school as well as their emotional attachment to the school as a workplace. Key words: burnout, job insecurity, organizational identification, transformational and transactional leadership, turnover intentions.

Kindergarten Teachers’ Instructional Priorities Misalignment and Job Satisfaction: A Mixed Methods Analysis

2018 ◽  
Vol 120 (12) ◽  
pp. 1-38
Author(s):  
Larissa M. Gaias ◽  
Manuela Jimenez ◽  
Tashia Abry ◽  
Kristen L. Granger ◽  
Michelle Taylor
Keyword(s):  
Job Satisfaction ◽  
Data Collection ◽  
Common Core ◽  
Phase 1 ◽  
Well Being ◽  
Teaching Profession ◽  
Kindergarten Teachers ◽  
Academic Learning ◽  
Sequential Data ◽  
Research Questions

Background Instructional priority misalignment—the difference between how much time teachers would ideally spend on certain subjects/skills compared with how much time teachers actually spend on certain subjects/skills—is a novel measure addressing aspects of teacher autonomy that could have implications for job satisfaction. This misalignment may be particularly salient for kindergarten teachers, who have experienced recent shifts in instructional priorities as standards-based academic learning has been increasingly integrated into the classrooms of our youngest students. Thus, misalignment in teachers’ instructional priorities regarding Common Core academic topics (math, English) and socio-emotional learning skills may be especially important for kindergarten teachers’ job satisfaction. Research Questions (a) To what extent do teachers experience misalignment between their ideal and actualized instructional priorities in Common Core and socio-emotional domains? (b) Is misalignment in Common Core and socio-emotional domains related to teacher job satisfaction? (c) Which perceptions of the teaching profession contribute to job satisfaction for kindergarten teachers who report high misalignment but high job satisfaction? (d) How do their responses compare with the responses of teachers who report high misalignment but low job satisfaction? Setting and Participants A total of 911 kindergarten teachers (99% female, 83% Caucasian) from the state of Arizona participated in the study. At the time of data collection, Arizona had adapted the Common Core standards for math and literacy but had not implemented socio-emotional standards for kindergarten. Research Design Participants completed a survey in which they reported on their ideal and actual instructional priorities, their job satisfaction, and why they felt satisfied or unsatisfied with the profession. Data Collection and Analysis We used mixed methodology with concurrent data collection but sequential data analysis to answer our research questions. Findings/Results In the quantitative phase (Phase 1), we found that teachers experienced significant misalignment between their ideal and actual instructional priorities regarding socio-emotional development priorities, but not regarding Common Core academics. Additionally, a logistic regression demonstrated that for both domains of instruction, misalignment negatively predicted job satisfaction. Qualitatively, highly misaligned teachers who reported higher job satisfaction levels more often described psychological well-being, positive student characteristics, and the ability to tend to the needs of their family and friends as reasons for their job satisfaction than highly misaligned teachers with lower job satisfaction. Conclusions The present study has implications for teacher training, recruitment, and professional development aimed at supporting job satisfaction in kindergarten teachers.

Determining motivators and hygiene factors among excellent teachers in Malaysia

2017 ◽  
Vol 31 (2) ◽  
pp. 78-97 ◽  
Author(s):  
Ismail Hussein Amzat ◽  
Yahya Don ◽  
Sofian Omar Fauzee ◽  
Fauzi Hussin ◽  
Arumugam Raman
Keyword(s):  
Sample Size ◽  
Personal Growth ◽  
Online Survey ◽  
Well Being ◽  
Teaching Profession ◽  
Dominant Factor ◽  
Future Research ◽  
Content Type ◽  
Hygiene Factors ◽  
Excellent Teachers

Purpose In a world in which successful learning is believed to rest on the methods of teaching and the performance of students is determined by teacher quality, it is clear that teachers are the backbone of student learning attainments. In such a scenario, teacher development, welfare, motivation, and satisfaction are crucial for better teaching performance. Therefore, the purpose of this paper is to determine the motivator and hygiene factors among excellent teachers in Malaysia and to explore factors that lead to satisfaction and cause dissatisfaction among excellent teachers in Malaysia. Design/methodology/approach This study uses quantitative design to determine the motivator and hygiene factors among excellent teachers. For the sample size, 306 excellent teachers participated in this study and data were analysed using principle component analysis and confirmatory factor analysis to determine the dominant factor among Herzberg’s motivator and hygiene factors. Findings From the findings, the results showed that the satisfaction of excellent teachers was low in terms of “personal growth” (motivator) and “supervision” (hygiene). The paper concludes by calling upon the Malaysian Ministry of Education (MoE) to consider both motivator and hygiene factors, and what causes satisfaction and dissatisfaction among excellent teachers. Research limitations/implications This study has some limitations to be considered, especially in terms of sample size. The low number of excellent teachers participating in this study is due to the scarcity of face-to-face data collection, in that an online survey was deemed to be the only means to reach the excellent teachers. This is due to the lack of a list of excellent teachers in some state districts, making it difficult to determine those schools which have excellent teachers. In addition, it is also due to logistical and geographical difficulties in reaching certain schools and meeting the excellent teachers. In recognition of such difficulties in undertaking research on excellent teachers in Malaysia, the researchers in this study urge the Malaysian MoE, as well as state districts and regional offices, to update the profile of excellent teachers by creating records and a list of all excellent teachers in Malaysia to facilitate future research. In this scenario, the findings of this study should be used with caution and not be generalized to other contexts, schools, regions, or states. Practical implications To be fully cognizant about the excellent teachers’ scheme was introduced to uplift the standard of teaching in Malaysia, and the recipients of this scheme or status (excellent) are considered to be the “cream of the crop” in the teaching profession in Malaysia and for non-excellent teachers to emulate, it is vital to look into their well-being as well as their growth. With the results of this study, the authors can say that the implications for practice touch many aspects of the professional and personal development of Malaysian excellent teachers. Specifically, it is imperative that the factors that intrinsically and extrinsically motivate excellent teachers in Malaysia and the causes of dissatisfaction are identified. In addition, the implications also place emphasis on paving ways for the personal growth of excellent teachers and to provide leeway for them to pursue their own personal happiness. Furthermore, the implications of the lack of proper supervision of school principals on excellent teachers should be avoided, and, in general, hygiene factors could be used as positive implications to improve excellent teachers’ teaching practices and performance. Originality/value This research is original as it calls MoE attention to the well-being of excellent teachers in Malaysia. As excellent teachers in Malaysia are selected and promoted among teachers in Malaysia in order to improve teaching and learning in Malaysia. They are appointed to be a role model for other teachers to emulate. With this position, excellent teachers are expected to contribute to the development of their schools and others and they can be posted anywhere as well as called at any time for help. Therefore, it is worthy to know how satisfied those excellent teachers are regarding government policy. Hence, it is important to know what motivates and satisfies them.

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