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 Mental Health Status of High School Teachers

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Srisailamaiah Maheswara
Keyword(s):  
Mental Health ◽  
High School ◽  
Health Status ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
Well Being ◽  
Total Sample ◽  
Mental Health Status ◽  
School Teachers

Education plays a very vital role in our life. Education is that which transforms a person to live a better life and even in a social well being. Education is the one that doing something positive in our near future. Education is conceived as a powerful agency, school education plays a great role in everyone’s life. The whole process of education is shaped by the human personality called the teacher, who plays a pivotal role in any system of education, teaching is considered as one of the oldest and noblest career .Teachers are the most powerful agents who influence the behavior of the students and therefore teachers should have emotional constancy as well as healthy approach towards life. Health of teacher, both physical and psychological ads to the efficiency of his/her work. The aim of this study was to analyze the mental health status of high school teachers. The main objectives were to assess the mental health status of male, female, urban, rural, Government, private, language and non- language teaching high school teachers. To realize the objectives and to test the hypotheses that was formulated. The highly standardized Mental Health Inventory (MHI) by Jagdish and Srivastava were used to assess the mental health status of teachers, a total sample of 130 male and female high school teachers of private and Government were selected .The data was analyzed using mean, Standard deviation, ‘t’- test and one way ANOVA. Results revealed that Government high school teachers’ mental health status is higher than private high school teachers; female school teachers’ mental health status is higher than the male school teachers. Urban high school teacher mental health status is higher than the rural high school teachers and non-language high school teacher’s mental health status is higher than the language high school teachers.

Sex-Typed Occupational Roles and Self-Image among Teachers

1986 ◽  
Vol 58 (1) ◽  
pp. 73-74
Author(s):  
Kenneth E. Smith
Keyword(s):  
High School ◽  
High School Teachers ◽  
Preschool Teachers ◽  
Sex Role ◽  
Teaching Profession ◽  
Inventory Analysis ◽  
School Teachers ◽  
Self Image ◽  
Male High School ◽  
Female High School

Specific levels within the teaching profession are stereotypically perceived to be sex-typed. To investigate the effects of cross-sex occupational choices on self-image, 60 teachers were given a modified version of the Bern Sex Role Inventory. Analysis of scores on Bern's scale showed male preschool teachers less masculine and more feminine than male high school teachers, and female high school teachers more masculine and less feminine than female preschool teachers.

scholarly journals How Contextual Constraints Shape Midcareer High School Teachers' Stress Management and Use of Digital Support Tools: Qualitative Study

10.2196/15416 ◽  
2020 ◽  
Vol 7 (4) ◽  
pp. e15416
Author(s):  
Julia B Manning ◽  
Ann Blandford ◽  
Julian Edbrooke-Childs ◽  
Paul Marshall
Keyword(s):  
High School ◽  
Stress Management ◽  
High School Teachers ◽  
School Environment ◽  
Digital Health ◽  
Well Being ◽  
Workplace Stress ◽  
School Teachers ◽  
Management Tools ◽  
Health Technologies

Background Persistent psychosocial stress is endemic in the modern workplace, including among midcareer high school (secondary comprehensive) teachers in England. Understanding contextual influences on teachers' self-management of stress along with their use of digital health technologies could provide important insights into creating more usable and accessible stress support interventions. Objective The aim of this study was to investigate the constraints on stress management and prevention among teachers in the school environment and how this shapes the use of digitally enabled stress management tools. Methods Semistructured interviews were conducted with 14 teachers from southern England. The interviews were analyzed using thematic analysis. Results Teachers were unanimous in their recognition of workplace stress, describing physical (such as isolation and scheduling) and cultural (such as stigma and individualism) aspects in the workplace context, which influence their ability to manage stress. A total of 12 participants engaged with technology to self-manage their physical or psychological well-being, with more than half of the participants using consumer wearables, but Web-based or smartphone apps were rarely accessed in school. However, digital well-being interventions recommended by school leaders could potentially be trusted and adopted. Conclusions The findings from this study bring together both the important cultural and physical contextual constraints on the ability of midcareer high school teachers to manage workplace stress. This study highlights correlates of stress and offers initial insight into how digital health interventions are currently being used to help with stress, both within and outside high schools. The findings add another step toward designing tailored digital stress support for teachers.

Pedagogical Professionalism of the Modern Higher School Teacher

2016 ◽  
Vol 4 (6) ◽  
pp. 31-36
Author(s):  
������� ◽  
Elena Kolyman ◽  
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Evgeniya Muzychenko
Keyword(s):  
High School ◽  
Vocational Education ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professionalism ◽  
School Teachers ◽  
The Subject ◽  
Definition Of

The article presents the different approaches to the definition of teacher professionalism. The article analyzes the publication activity on the subject of pedagogical professionalism of teachers in higher education. There is a discussion of the problem of understanding and definition of pedagogical professionalism of a high school teacher. The article also describes the typical problems of a modern high school teacher. Analyzes the requirements of the professional standard "Teacher of vocational training, vocational education and secondary vocational education" to the modern high school teachers. The article presents the classification of professional competences, which should have a higher school teacher, and considered ways to solve the problems identified.

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

2016 ◽  
Vol 42 (1) ◽  
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.

scholarly journals Perilaku Kerja Guru Bimbingan Konseling Laki-Laki dan Perempuan Tingkat SLTA di Jakarta

Humaniora ◽  
2010 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Esther Widhi Andangsari
Keyword(s):  
High School ◽  
High School Teachers ◽  
Assessment Tool ◽  
School Teachers ◽  
Male And Female ◽  
Communication Behaviour ◽  
Female Teachers ◽  
Male Teacher ◽  
The Difference ◽  
The Government

Article presented performance behaviour among high school teachers in Jakarta, especially in their roles as counsellor based on the government’s qualification and competences, especially in their empathy and persuasion. The research also wants to see the difference between male and female teachers’ behaviour as counsellor, so that the schools are more serious in selecting and developing their teacher counsellor. Using DISC assessment tool for 68 teachers, consisting of 14 male and 54 female teachers, it is indicated that 26,47% of them meet the government qualification, those are both empathy and persuasion qualifications. Empathy qualification is possessed by male and female teachers, even male teacher is more persuasive than male teacher who have dominant communication behaviour. In general, the research presents 13 behaviour styles.

scholarly journals The Teacherpreneur Character of Vocational High School Teacher in Indonesia

2019 ◽  
Vol 8 (2) ◽  
pp. 5877-5880
Keyword(s):  
High School ◽  
High School Teachers ◽  
Work Motivation ◽  
School Teacher ◽  
High School Teacher ◽  
Good Work ◽  
Vocational High School ◽  
School Teachers ◽  
Automotive Engineering ◽  
Good Working

This study aims to analyze the teacherpraneur characters owned by vocational high school teachers in Indonesia. This research was conducted with a survey approach. The sample of 280 teachers selected by proportional random sampling. Data were collected by an open questionnaire and data were analyzed using quantitative techniques with the descriptive method. The results showed 37.5% of vocational high school automotive engineering teachers in Indonesia had a very good working attitude. 52.5% of teachers of vocational secondary schools in the field of automotive experts have a working attitude in the good category. 10% of vocational high school teachers in the field of automotive engineering have a fairly good working attitude, while in the poor and very bad category at 0%, and the result work motivation showed 15% of vocational high school teachers in automotive engineering expertise showed excellent work motivation. 22.5% of vocational high school teachers show good work motivation. 35% of vocational high school teachers showed good work motivation. 27.5% of teachers showed poor work motivation. while in the very poor category 0%.

scholarly journals Investigating the Impact of COVID-19 toward Depression Rate of Indonesian Senior High Schools Teachers

2021 ◽  
Vol 3 (3) ◽  
pp. 167-175
Author(s):  
Helma Malini
Keyword(s):  
High School ◽  
Role Conflict ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
School Teachers ◽  
Personal Lives ◽  
The Impact ◽  
To Receive ◽  
Teaching Situations

The COVID -19 pandemic, which has been ongoing for over a year, has become a burden to the world, causing anxiety and depression. The purpose of this study is to investigate the depression and stress levels of senior high school teachers in Indonesia during the COVID-19 outbreak since they have experienced substantial teaching situations change as a result of it. In particular, the changes in their professional, as well as personal lives, pose challenges during the pandemic. This quantitative study distributing questionnaires to 50 high school teachers in Indonesia. The findings indicate that social support is the most significant factor (0,46%) needed to prevent depression and stress among the teachers. Meanwhile, workload and role conflict cover 0,74% and 0,84% respectively of variables that teachers can change with the assumption that both variables exist even before a pandemic arises. This study also reveals that teachers continue to receive less attention and support, especially in terms of their stress and depression coverage. It is because the prevailing perception is that teachers should be the ones giving attention, not the ones receiving it. The study is that to withstand the Pandemic's uncertainty where high school teacher able to minimize and overcome their depressions.

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