scholarly journals Teacher Satisfaction in Relationships With Students and Parents and Burnout

2021 ◽  
Vol 12 ◽  
Author(s):  
Maria Luisa Pedditzi ◽  
Marcello Nonnis ◽  
Eraldo Francesco Nicotra
Keyword(s):  
Job Satisfaction ◽  
Student Satisfaction ◽  
Emotional Exhaustion ◽  
Parent Satisfaction ◽  
Personal Accomplishment ◽  
Job Dissatisfaction ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

In the educational field, the role of the support component of the teacher-student relationship is well known, while the role of the teacher-student relationship on teacher burnout is a more current field of investigation. Several studies on the sources of burnout have recently focused on job satisfaction and teacher-student satisfaction. However, the role of teacher-parent satisfaction is still little explored in this field. Moreover, in the Italian school context, students’ seniority and educational level require further investigation, as the average age of teachers is particularly high compared to their European colleagues. The present study aims to examine in a sample of 882 Italian teachers the presence of burnout and differences in teacher-student and teacher-parent satisfaction between primary (students aged 6–10years) and lower secondary (students aged 11–13years) teachers. A further objective is to test whether teacher-student and teacher-parent satisfaction and seniority can be significant predictors of burnout. Teachers completed the Job Satisfaction Scale (MESI) and the MBI-Educators Survey and the data were then processed using MANOVA and multiple linear regression analysis. The results revealed that 8.2% of the teachers suffered from burnout and lower secondary teachers showed the highest levels of emotional exhaustion, depersonalisation and reduced personal accomplishment. Predictors of emotional exhaustion were job dissatisfaction and seniority, and predictors of depersonalisation were job dissatisfaction and teacher-student dissatisfaction. Finally, predictors of personal accomplishment were also teacher-parent satisfaction and teacher-student satisfaction. The implications of these findings for practice and research are discussed in this article.

scholarly journals Does teacher-student relationship mediate the relation between student misbehavior and teacher psychological well-being?

2019 ◽  
Vol 4 (1) ◽  
pp. 34 ◽  
Author(s):  
Mohamad Arief Rafsanjani ◽  
Heni Purwa Pamungkas ◽  
Etika Dhewi Rahmawati
Keyword(s):  
Emotional Exhaustion ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
Psychological Well Being ◽  
Population Sampling ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Misbehavior ◽  
Student Relationship

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.

scholarly journals 95 BIAS “GURU-MURID” DAN BIAS “ORANG DALAM” DALAM STUDI-STUDI TENTANG KIAI

KRITIS ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 95-128
Author(s):  
J. Mardimin ◽  
Pamerdi Giri Wiloso ◽  
Sony Heru Priyanto
Keyword(s):  
Social Role ◽  
Point Of View ◽  
Teacher Student ◽  
Research Publications ◽  
Teacher Student Relationship ◽  
Student Relationship

Since 1980s, social role of the Kyai (Islamic Religious Teachers) has attracted many Indonesian dan International researchers. However, the research publications are mostly from the point of view of the Islamic researchers, therefore, they are less objective. We recognise „teacher-student relationship bias‟ and „insiders‟ point of view bias‟ because the researchers did backyard research. This article is meant to address the issue.

ARTHUR F. BUEHLER, Sufi Heirs of the Prophet: The Indian Naqshbandiyya and the Rise of the Mediating Sufi Shaykh (Columbia: University of South Carolina Press, 1998). Pp. 339. Price not available.

2000 ◽  
Vol 32 (4) ◽  
pp. 541-542
Author(s):  
John Renard
Keyword(s):  
South Carolina ◽  
Historical Background ◽  
Columbia University ◽  
University Of South Carolina ◽  
Spiritual Path ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
History Of ◽  
Student Relationship

Islamicists interested in Sufism have benefited from a growing number of worthwhile publications in recent years. Studies of South Asian Sufism in particular have broadened scholarly horizons by increasing the range of materials with which to reconstruct a complex history. One aspect of the history of Sufism that has been getting significant attention in various contexts lately is the role of authority in the person of the shaykh. Arthur Buehler offers in his study of South Asia's Naqshbandis something of a parallel to what Vincent Cornell has produced in his work on the role of the shaykh among North Africa's Shadhilis. He argues that Naqshbandi Sufism has witnessed an important shift in the role of the shaykh, from one of hands-on mystical tutelage to one of intercession. Buehler sets his chief argument in the context of evidence that major transformations occurred in the nature of Sufi spiritual authority beginning in the 9th through 11th centuries. In his first two chapters, Buehler lays out the general historical background. Before Sufism had been fully institutionalized into discrete orders, the “teaching shaykh” (shaykh at-ta⊂l―im) instructed all comers in the growing body of Sufi tradition. Imparting the wisdom of already legendary characters, they equipped their students with a working knowledge of the essentials of Sufism. They and their pupils were often quite mobile, and the teacher-student relationship remained relatively informal and distant. Beginning in the late 9th century, that relationship began to change. Over the next 200 years or so, a new kind of shaykh emerged as the normative type of Sufi authority. From a fixed abode, the “directing shaykh” (shaykh al-tarbiyya) provided increasingly proprietary instruction on the actual pursuit of the spiritual path to a select few disciples who pledged their sole allegiance to one spiritual guide. Now the shaykh imparted not merely generalized instructions on spiritual etiquette, but also soul-challenging advice and do-it-or-depart requirements for advancement on the mystical path. Regarded as virtually infallible, the directing shaykh initiated followers into a lineage, bestowed the khirqa, and generally exercised total authority over the disciple's daily affairs.

scholarly journals Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

2018 ◽  
Vol 58 ◽  
pp. 126-136 ◽  
Author(s):  
Karen Aldrup ◽  
Uta Klusmann ◽  
Oliver Lüdtke ◽  
Richard Göllner ◽  
Ulrich Trautwein
Keyword(s):  
Well Being ◽  
Mediating Role ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Misbehavior ◽  
Student Relationship

scholarly journals Exploring the Role of Student Teachers’ Self-Efficacy Beliefs and Teacher-Student Relationship Quality in Students’ School Adjustment Competencies

2018 ◽  
Vol 16 (45) ◽  
pp. 389
Author(s):  
Fatih Koca
Keyword(s):  
Student Teachers ◽  
Relationship Quality ◽  
Self Efficacy ◽  
School Adjustment ◽  
Efficacy Beliefs ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Formación Docente

Introducción. El objetivo de esta investigación fue examinar la relación entre la calidad de la relación profesor-estudiante, la creencia en la autoeficacia del profesorado y las orientaciones académicas y de comportamiento del estudiantado. De esta manera, la investigación actual podría ser útil para comprender y documentar los impactos directos e indirectos de las creencias de autoeficacia del profesorado sobre el vínculo entre la calidad de la relación profesor-estudiante y el ajuste escolar del estudiantado.Método. La muestra para este proyecto de investigación comprendió aulas de primaria y su profesorado, que están inscritos en programas de formación docente en una universidad grande en la Región Suroeste de los Estados Unidos. Ochenta y siete profesores (81 mujeres, 6 hombres) informaron sobre sus relaciones percibidas con 258 estudiantes de primaria (168 mujeres, 90 hombres).Resultados. Según la hipótesis, las niñas y los niños con calificaciones altas en conflicto relacional con el profesorado, también fueron percibidos como más desviados de comportamiento y menos competentes social y académicamente. Se identificó la tendencia inversa para las niñas y los niños con altas calificaciones en la cercanía relacional y la dependencia.Discusión y Conclusión. Además, el estudio actual mostró que el profesorado con creencias de mayor autoeficacia tienen más probabilidades de forjar relaciones más cercanas y cálidas con sus estudiantes, porque tenían más confianza en su capacidad y habilidades para el empleo de habilidades efectivas de gestión del aula y la capacidad de mejorar su compromiso.

Improvisational Drama as Inquiry: The Role of the Simulated-Actual in Meaning Making

2019 ◽  
Vol 20 (1) ◽  
pp. 63-74
Author(s):  
Joe Norris
Keyword(s):  
Social Interactions ◽  
Meaning Making ◽  
Human Condition ◽  
Audience Participation ◽  
Aging Parents ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Truth Claims ◽  
Student Relationship

Based upon more than 25 years as a director of ensembles of performative research, I provide example of improvisational approaches that I have taken to explore a range of social interactions including the teacher/student relationship, subtle differences among need/want/desire, practicum politics, trust, reading power in gender, judging strangers, locus of control, homelessness, and aging parents. Techniques have included image theater, hot-seating, manipulation of objects, trust falls, music, and metaphorical roles. Theoretical discussions include an unpacking of truth claims in imaginative endeavors that explore the plausible, the false separation of truth and fiction, re-examining what makes research empirical, ways of generating information other than the traditional questionnaire, and/or interview and dialogic audience participation. In addition to justifying this approach for performative research practitioners, it provides a variety of possibilities for those who seek other means to critically and imaginatively examine the human condition.

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