The Relationship between Organisational Support and Teacher Leadership Perceptions of High School Teachers

<p class="apa">This study aims to investigate the relationship between the religious attitude, self-efficacy, and life satisfaction in high school teachers of Mahshahr City. To this end, 253 people of all high school teachers in Mahshahr City, in Iran were selected as the sample using the multistage cluster sampling method. For data collection, Glock and Stark’s (1965) religious attitude questionnaires, Schwartz and Jerusalem’s general self-efficacy questionnaire and Diener et al.’s (1985) life satisfaction questionnaire were used. For data analysis, Pearson’s correlation coefficient was used. Results showed that there is a positive and meaningful relationship between the religious attitude and life satisfaction. In addition, there is a meaningful relationship between the religious attitude and self-efficacy. Results also showed that religious attitude and self-efficacy can predict the life satisfaction.</p>

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The effects of demographic variables on knowledge sharing

Library Review ◽

10.1108/lr-07-2014-0080 ◽

2015 ◽

Vol 64 (3) ◽

pp. 216-228 ◽

Cited By ~ 6

Author(s):

Henry Boateng ◽

Michael Dzigbordi Dzandu ◽

Franklin Gyamfi Agyemang

Keyword(s):

High School ◽

Knowledge Sharing ◽

High School Teachers ◽

Sampling Technique ◽

Demographic Variables ◽

Senior High School ◽

School Teachers ◽

Content Type ◽

Collection Data ◽

The Relationship

Purpose – This study aims to find the role of demographic variables in knowledge sharing among teachers in senior high schools. The relationship between demographic variables and knowledge sharing has not been clearly established in the existing literature. Design/methodology/approach – The survey research design was used as a methodology for the study. The participants of the study were senior high school teachers. These participants were selected using convenience sampling technique. Questionnaire was used as instrument for data collection. Data were anaylsed using descriptive statistics and multiple regression. Findings – The study found that male teachers share more of their knowledge than female teachers. Additionally, first degree holders were found to share their knowledge more than Higher National Diploma holders. Originality/value – This study has established the relationship between demographic variables and knowledge sharing among senior high school teachers in Ghana.

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Relationship between the Spiritual Intelligence, Self-Control, and Life Satisfaction in High School Teachers of Mahshahr City

Review of European Studies ◽

10.5539/res.v8n2p210 ◽

2016 ◽

Vol 8 (2) ◽

pp. 210 ◽

Cited By ~ 1

Author(s):

Masoomeh Bigdeloo ◽

Zahra Dasht Bozorgi

Keyword(s):

High School ◽

Life Satisfaction ◽

High School Teachers ◽

Sampling Method ◽

Spiritual Intelligence ◽

Self Control ◽

Cluster Sampling ◽

School Teachers ◽

Meaningful Relationship ◽

The Relationship

<p>This study aims to investigate the relationship between the spiritual intelligence, self-control, and life satisfaction in high school teachers of Mahshahr city. To this end, 253 people of all high school teachers in Mahshahr city were selected as the sample using the multistage cluster sampling method. For data collection, King’s (2008) spiritual intelligence questionnaire, Schneider’s self-control questionnaire and Diener et al. (1985) life satisfaction questionnaire were used. For data analysis, Pearson’s correlation coefficient was used. Results showed that there is a positive and meaningful relationship between the self-control and life satisfaction. However, there is no a meaningful relationship between the spiritual intelligence and life satisfaction. Results also showed that spiritual intelligence and self-control can predict the life satisfaction.</p>

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The effects of job crafting on subjective well-being amongst South African high school teachers

SA Journal of Industrial Psychology ◽

10.4102/sajip.v42i1.1378 ◽

2016 ◽

Vol 42 (1) ◽

Cited By ~ 9

Author(s):

Sergio Peral ◽

Madelyn Geldenhuys

Keyword(s):

High School ◽

South African ◽

High School Teachers ◽

Work Engagement ◽

Well Being ◽

Job Crafting ◽

Subjective Well Being ◽

School Teachers ◽

Psychological Meaningfulness ◽

The Relationship

Orientation: Job crafting can result in a number of positive outcomes for teachers, such as increased meaningfulness and engagement at work. Increased work engagement and psychological meaningfulness may yield positive benefits for the practice of teaching, thus highlighting the pivotal role of job crafting.Research purpose: The study’s aim was to investigate the relationship between job crafting and subjective well-being amongst South African high school teachers. Subjective well-being comprises psychological meaningfulness and work engagement. The potential mediating effect that psychological meaningfulness had on this relationship was further explored.Motivation for the study: Being in a highly stressful occupation, teachers need to continuously find ways to craft their working practices in order to deal effectively with their job demands and to capitalise on their available job resources. Furthermore, South Africa’s current education system calls for serious proactive measures to be taken to improve and rectify the current status, such as job crafting.Research approach, design and method: A quantitative, cross-sectional survey design was used and administered to a sample of South African high school teachers situated in Gauteng, South Africa (N = 251).Main findings: A positive relationship was found between job crafting (increasing structural resources and challenging job demands) and work engagement. Furthermore, psychological meaningfulness mediated the relationship between job crafting and work engagement amongst the sampled high school teachers.Practical/managerial implications: Teachers who craft their work to better suit their preferences and needs will obtain greater meaning in their work and experience increased levels of work engagement. Training programmes and/or group-based interventions targeted around job crafting techniques may be particularly useful in the South African teaching context.Contribution/value-add: This study highlights the importance of job crafting to the well-being of teachers. It further contributes to the literature pertaining to job crafting and teaching specifically, as well as to the limited job crafting research that has been conducted in the South African context.

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The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness

Journal of Educational Research and Practice ◽

10.5590/jerap.2020.11.1.06 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Aundrea T Harris ◽

Nancy S Bostain

Keyword(s):

High School ◽

High School Teachers ◽

Self Awareness ◽

Turnover Rates ◽

School Teachers ◽

Cross Sectional ◽

Teacher Resilience ◽

Development Tool ◽

Cross Sectional Design ◽

The Relationship

Burnout continues to be apparent among teachers and often leads to increased health care costs, absenteeism, and turnover rates. Burnout stems from unmanaged stress, which is the result of teachers’ response to challenges in the workplace. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose was to examine whether the personality trait and conscientiousness moderate the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, the theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. These results might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions and their resilience through the use of mindfulness techniques. The outcome may be a more positive social and academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

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The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness

Journal of Educational Research and Practice ◽

10.5590/jerap.2021.11.1.06 ◽

2021 ◽

Vol 11 ◽

Author(s):

Aundrea T Harris ◽

Nancy S Bostain

Keyword(s):

High School ◽

High School Teachers ◽

Self Awareness ◽

Turnover Rates ◽

School Teachers ◽

Cross Sectional ◽

Teacher Resilience ◽

Development Tool ◽

Cross Sectional Design ◽

The Relationship

Burnout continues to be apparent among teachers and often leads to increased health care costs, absenteeism, and turnover rates. Burnout stems from unmanaged stress, which is the result of teachers’ response to challenges in the workplace. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose was to examine whether the personality trait and conscientiousness moderate the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, the theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. These results might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions and their resilience through the use of mindfulness techniques. The outcome may be a more positive social and academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

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Does Servant Leadership Moderate the Relationship between Job Stress and Physical Health?

Sustainability ◽

10.3390/su12166591 ◽

2020 ◽

Vol 12 (16) ◽

pp. 6591

Author(s):

Larry M. Dooley ◽

Amin Alizadeh ◽

Shaoping Qiu ◽

Hongchao Wu

Keyword(s):

High School ◽

Servant Leadership ◽

Physical Health ◽

Job Stress ◽

High School Teachers ◽

Southern China ◽

School Teachers ◽

Cross Sectional ◽

The Sustainable Development ◽

The Relationship

High school teachers experience high levels of job stress, which could lead to serious health problems. This study focused on Chinese high school teachers, as they have to manage negative stress and health issues. The research aimed to: (1) investigate the relationship between hindrance job stress, depersonalization, and physical health; (2) investigate if servant leadership, in fact moderates the relationship between hindrance job stress and depersonalization, as well as physical health. The study desisgn was cross-sectional and data analyses were conducted by using SPSS 21 and Mplus 7. The sample consisted of 857 high school teachers across Southern China. The results showed that hindrance stress is related to depersonalization among high school teachers (β = 0.63, p < 0.01). Both hindrance job stress (β = 0.32, p < 0.01) and depersonalization (β = 0.16, p < 0.01) are positively related to physical health. In addition, servant leadership moderates the relationship between hindrance job stress and physical health among the Chinese high school teachers (β = −0.09, p < 0.01). However, the results did not find that the effect of hindrance job stress on depersonalization is moderated by servant leadership (β = 0.02, p = 0.53). It is suggested that Chinese high schools recruit and train leaders in servant leadership, relieve teachers’ stress, and promote their health to ensure the sustainable development of schools.

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