scholarly journals Does Teacher-Researcher Role Conflict Influence Psychological Well-Being Among the Lecturers?

2020 ◽  
Vol 5 (2) ◽  
pp. 287-296
Author(s):  
Mohamad Arief Rafsanjani ◽  
Heni Purwa Pamungkas ◽  
Albrian Fiky Prakoso ◽  
Ni'matush Sholikhah

The lecturer is a profession with two different functions: a teacher and a researcher. Teaching and research activities are inseparable and reciprocal and provide great benefit for lecturers. But, doing those activities simultaneously makes a high workload for the lecturer. This research employed the job demands-resources model to investigate the link between teacher-researcher role conflict and psychological well-being. This research was carried out on 250 lecturers in East Java, coming from three big cities, Surabaya, Malang, and Jember, taken by random sampling. Structural equation modelling was used to examine the research model. The results found that the teacher-researcher role conflict has a significant negative effect on work enthusiasm. On the contrary, the teacher-researcher role conflict has a significant positive effect on emotional exhaustion. These findings provide evidence to stakeholders (Universities and The Ministry of Education and Culture) to be more concerned about the dual role that lecturers must carry out as a teacher and a researcher.

Pedagogika ◽  
2020 ◽  
Vol 138 (2) ◽  
pp. 25-36
Author(s):  
Mohamad Arief Rafsanjani ◽  
Muhammad Abdul Ghofur ◽  
Dhiah Fitrayati ◽  
Retno Mustika Dewi

This study investigated the role of perceived organizational support (POS) as a moderating variable in reducing the negative effect of teacher-researcher role conflict on psychological well-being (work enthusiasm and emotional exhaustion). Participants were 233 lecturers from 19 universities in Indonesia. The study found that teaching-research role conflict was negatively related to psychological well-being, POS was a significant moderating variable in this model, it reduced the negative effect of teacher-researcher role conflict on psychological well-being.


2021 ◽  
Vol 23 (3) ◽  
pp. 58-74
Author(s):  
M. A. Rafsanjani ◽  
L. Hakim ◽  
N. Laily ◽  
P. A. Wijaya ◽  
M. R. Irwansyah

Introduction. To keep in pace and remain competitive in today's environment, the lecturer must do innovation in educational process. However, encouraging lecturers' willingness to do innovative teaching is challenging in higher education due to the dual roles as teachers and researchers, which makes the excessive workload and leads to the teacher-researcher role conflict (TRC). Therefore, it is crucial to analyse the impact of TRC on the innovative teaching of lecturers. The present study utilises the job demands-resources (JDR) model due to its high popularity but rarely used in higher education.Aim. This study is aimed to explore the predictor of innovative teaching by utilising the JDR model as a theoretical anchor.Methodology and research methods. This study uses structural equation modelling (SEM) to examine the research model on a random sample of 233 respondents.Results. The results indicated that teacher-researcher role conflict negatively predicted the innovative teaching of the lecturer. Besides, the occupational well-being is a mediating variable to explain the influence of teacher-researcher role conflict on innovative teaching.Scientific novelty. This study reveals innovative teaching predictors in higher education by using the JDR model as a theoretical anchor. The authors found out that teacher-researcher role conflict (TRC) was significantly related to innovative teaching. The high-level expression of TRC will reduce the lecturer's innovative behaviour on teaching activity, and vice versa.Practical significance. The current study provides critical insight into the related stakeholders, such as the universities and related ministries, regarding the negative predictor of innovative teaching. They should discover approaches to reduce the negative effect of TRC on the innovation behaviour of lecturer teaching activity and to address the problem of job role conflict.


2019 ◽  
Vol 3 (2) ◽  
pp. 162
Author(s):  
Mohamad Arief Rafsanjani ◽  
Etika Dhewi Rahmawati

A beginning teacher is someone who has just started his/her career as a teacher or someone who has just graduated from college and is working as a teacher. This transition from student to worker (as a teacher) is a critical period since it is often associated with stress (Dicke et al., 2015; Smith and Ingersoll 2004). This study examines the relationship between stress exposure (seen from stress exposure in class and outside class) and the psychological well-being of beginning teachers (seen from work enthusiasm and emotional exhaustion). This study is conducted on 325 beginning teachers of senior high schools in Malang as samples collected using a random sampling technique. The data are analyzed by using a Structural Equation Modeling (SEM). The results show that stress exposure in class and outside class has negative effect on work enthusiasm but, on the other hand, had positive effect on emotional exhaustion. This shows that stress exposure has significant effects on beginning teachers’ psychological well-being.


2014 ◽  
Vol 13 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Xi-Chao Zhang ◽  
Oi Ling Siu ◽  
Jing Hu ◽  
Weiwei Zhang

This study investigated the direct, reversed, and reciprocal relationships between bidirectional work-family conflict/work-family facilitation and psychological well-being (PWB). We administered a three-wave questionnaire survey to 260 married Chinese employees using a time lag of one month. Cross-lagged structural equation modeling analysis was conducted and demonstrated that the direct model was better than the reversed causal or the reciprocal model. Specifically, work-to-family conflict at Time 1 negatively predicted PWB at Time 2, and work-to-family conflict at Time 2 negatively predicted PWB at Time 3; further, work-to-family facilitation at Time 1 positively predicted PWB at Time 2. In addition, family-to-work facilitation at Time 1 positively predicted PWB at Time 2, and family-to-work conflict at Time 2 negatively predicted PWB at Time 3.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Auditya Purwandini Sutarto ◽  
Shanti Wardaningsih ◽  
Wika Harisa Putri

PurposeThe purpose of this study is to explore to what extent employees' mental well-being affects their productivity while working from home (WFH) during the COVID-19 crisis and whether mental well-being and productivity differ across some socio-demographic factors.Design/methodology/approachA cross-sectional study with online questionnaires was designed with 472 valid responses in Indonesia. Depression, Anxiety and Stress Scale (DASS-21) and Individual Work Performance Questionnaire (IWPQ) were administered. Non-parametric tests and structural equation modeling were employed to analyze the data.FindingsThe prevalence of depression was 18.4%, anxiety 46.4% and stress 13.1%, with relatively good productivity. Gender, age, education level, job experiences, marital status, number of children and nature of the organization were associated with the employees' psychological health but not with their productivity, while the workspace availability influenced both outcomes. The study path model showed the negative correlation between WFH employees' psychological well-being and productivity.Research limitations/implicationsThis study may contribute to the implication of current mandatory WFH on mental well-being and productivity. Further studies need to address the representativeness and generalizability issues as well as incorporating potential stressors.Practical implicationsOrganizations may adopt WFH as a future working arrangement and identify the individual and occupational characteristics that provide the most impacts on productivity. It is also necessary for them to develop proper strategies to mitigate the psychological risks and overcome the WFH challenges.Originality/valueThere is still a lack of studies investigating the relationship between simultaneous effects of WFH on psychological well-being and productivity, and how they affect some socio-demographic variables in the context of COVID-19.


2011 ◽  
Vol 24 (3) ◽  
Author(s):  
Hanne Lootens ◽  
Greet Van Hoye

Psychological well-being during unemployment: the role of personality and perception of time structure Psychological well-being during unemployment: the role of personality and perception of time structure Gedrag & Organisatie, volume 24, September 2011, nr. 3, pp. 207-232.Unemployed people report lower levels of psychological well-being than employed individuals. However, when unemployed individuals perceive their use of time to be structured and purposive, this negative effect of unemployment on psychological well-being is reduced. This study investigated whether personality – as measured by the Big Five framework – determined the perception of time structure. In a sample of 231 Flemish unemployed people, we found that the more sense of purpose and present orientation individuals showed, the higher their psychological well-being was. Concerning the relation between personality and the perception of time structure, unemployed people with more openness to experience reported less sense of purpose. More conscientious individuals showed more sense of purpose, routine, organization, and present orientation. More neurotic individuals perceived less sense of purpose and present orientation. Finally, more neurotic unemployed individuals with more openness for experience showed lower psychological well-being, due to their lower perception of time structure.


2021 ◽  
Vol 12 ◽  
Author(s):  
Yuanfa Tan ◽  
Chienchung Huang ◽  
Yun Geng ◽  
Shannon P. Cheung ◽  
Shuyan Zhang

Psychological well-being is an important indicator of well-being and has been found to be associated with a multitude of positive life outcomes. Using data collected from 1,871 Chinese college students from September 23 to October 5, 2020, this study examined students' psychological well-being during the COVID-19 pandemic and investigated how resilience and pandemic-related environmental stress may affect psychological well-being. Results showed that resilience had strong positive effects on psychological well-being during the pandemic. Meanwhile, environmental stress had a moderate effect and marginally reduced psychological well-being. The magnitudes of the estimates suggested that increasing resilience can effectively buffer the negative effect of environmental stress on psychological well-being.


2019 ◽  
Vol 4 (1) ◽  
pp. 34 ◽  
Author(s):  
Mohamad Arief Rafsanjani ◽  
Heni Purwa Pamungkas ◽  
Etika Dhewi Rahmawati

One dominant determinant of teacher psychological well-being is the problem of student discipline. This study seeks to describe how the process of student disciplin (seen of student misbehavior) may affect teacher psychological well-being (seen of enthusiasm and emotional exhaustion) by including a mediator variable, namely teacher-student relation. This study was conducted on 159 economics teachers of senior high schools in Malang (Malang City and Malang Regency) using a total population sampling. We used structural equation modeling (SEM) for data analysis, followed by a sobel test the mediating role of variable in teacher-student relationship. The results showed that student misbehavior had a negative effect on work enthusiasm but a positive effect on students' emotional exhaustion. This study also found that teacher-student relation mediate the relationship between student misbehavior and teacher psychological well-being. The results of this study explain the process of student misbehavior in establishing teacher-student relations which ultimately influences teacher work enthusiasm and emotional well-being.


2021 ◽  
Author(s):  
Jörg Matthes ◽  
Kevin Koban ◽  
Ariadne Neureiter ◽  
Anja Stevic

BACKGROUND Given that governmental prevention measures restricted most face-to-face communications, online self-disclosure via smartphones emerged as an alternative coping strategy that aimed at reducing the impact of the COVID-19 pandemic on people’s psychological health. Prepandemic research demonstrated that online self-disclosure benefits people’s psychological health by establishing meaningful relationships, obtaining social support, and achieving self-acceptance, particularly in times of crisis. However, it is unclear whether these dynamics transition well to lockdown conditions where online self-disclosure must stand almost entirely on its own. Longitudinal investigations are needed to gain insights into the psychological functionalities of online self-disclosure during the COVID-19 pandemic. OBJECTIVE This study aimed to determine the temporal associations between smartphone online self-disclosure (as a communicative behavior) and critical indicators of psychological health (including psychopathological, as well as hedonic and eudaimonic states) during the first COVID-19 lockdown in Austria. METHODS We conducted a representative 2-wave panel survey between late March/April 2020 and May 2020. A total of 416 participants completed both waves (43.1% attrition rate, given n=731 participants who completed the first wave). A partially metric measurement invariant overtime structural equation model was used to determine the temporal associations among online self-disclosure, fear of COVID-19, happiness, and psychological well-being. RESULTS The analysis revealed that fear of COVID-19 significantly predicted online self-disclosure over time (<i>b</i>=0.24, <i>P</i>=.003) and happiness over time (<i>b</i>=−0.14, <i>P</i>=.04), but not psychological well-being (<i>b</i>=0.03, <i>P</i>=.48), that is, stronger COVID-19 fears at T1 prompted more online self-disclosure and less happiness at T2. Online self-disclosure, on the other hand, significantly predicted happiness (<i>b</i>=0.09, <i>P</i>=.02), but neither fear of COVID-19 (<i>b</i>=−0.01, <i>P</i>=.57) nor psychological well-being (<i>b</i>=−0.01, <i>P</i>=.57) over time. Participants who engaged more strongly in online self-disclosure at T1 felt happier at T2, but they did not differ from less-disclosing participants concerning COVID-19 fears and psychological well-being at T2. Importantly, happiness and psychological well-being were significantly related over time (happiness T1 → psychological well-being T2: <i>b</i>=0.11, <i>P</i>&lt;.001; psychological well-being T1 → happiness T2: <i>b</i>=0.42, <i>P</i>&lt;.001). CONCLUSIONS Our findings suggest that online self-disclosure might play a pivotal role in coping with pandemic stressors. With restrictions on their options, individuals increasingly turn to their smartphones and social media to disclose their feelings, problems, and concerns during lockdown. While online self-disclosure might not alleviate fears or improve psychological well-being, our results demonstrate that it made people experience more happiness during this crisis. This psychological resource may help them withstand the severe psychological consequences of the COVID-19 crisis over longer timeframes.


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