scholarly journals The Relationship Between Long Working Hours and Stress Responses in Junior High School Teachers: A Nationwide Survey in Japan

2022 ◽  
Vol 12 ◽  
Author(s):  
Masateru Matsushita ◽  
Schuhei Yamamura
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Stress Responses ◽  
Junior High ◽  
Working Hours ◽  
School Teachers ◽  
Long Working Hours ◽  
Junior High School Teachers ◽  
Vice Principals

Background: Long working hours and mental health problems among teachers are a concern in Japan. More specifically, it has been reported that junior high school teachers tend to work overtime. In this study, examined the working hours of junior high school teachers in public schools and investigated the association between overtime work and stress responses across job titles.Methods: From June to December 2018, 54,772 teachers in public junior high schools completed a web-based nationwide survey regarding occupational stress and submitted self-evaluated working hours per day of the previous month. Psychological and physical stress responses were assessed using the Brief Job Stress Questionnaire.Results: Results showed that 59.6% of the participants worked 11 h or more per day. Additionally, the length of working hours significantly differed across job titles (χ2 (30) = 5295.8, p < 0.001, Cramér’s V = 0.14). With respect to tenured teachers, sex (female), age, taking charge of the class, number of working years in the same school, working hours of 10 to 11 h, 11 to 12 h, 12 to 13 h, and 13 h or more were significantly associated with high stress, compared to those who worked less than 9 h per day. Moreover, for fixed-term teachers, sex (female), age, working hours of 9 to 10 h, 10 to 11 h, 11 to 12 h, 12 to 13 h, and 13 h or more were related with more stress as compared to those who worked less than 9 h per day. On the other hand, there was no significant relationship between long working hours and stress response among vice-principals, even though they tended to work the longest hours.Conclusion: We verified that Japanese junior high school teachers work long hours. Long working hours were associated with stress responses in both tenured and fixed-term teachers, but not in vice-principals. However, vice-principals work the longest hours among teachers, and we suggest that these long working hours may be a hidden problem that is often overlooked.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

scholarly journals PENDAMPINGAN PEMBELAJARAN MODEL PBL BERBASIS CARING COMMUNITY DALAM MATEMATIKA SUB BAHASAN PERBANDINGAN BAGI GURU MATEMATIKA SMP IBRAHIMY 1 SUKOREJO SITUBONDO

2021 ◽  
Vol 3 (2) ◽  
pp. 167-192
Author(s):  
Moh. Atikurrahman ◽  
Mar’atus Sholehah
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Group Model ◽  
School Teachers ◽  
Caring Community ◽  
Planning Stage ◽  
Junior High School Teachers

The mentoring and training activities for junior high school teachers in the innovation of the Caring Community-based PBL learning model go through three stages, namely planning, implementation, and evaluation. At the planning stage, the process of identifying problems, making work plans (work plans), and classifying teaching practice tasks is carried out. There are 5 groups with the same target material. At the implementation stage, it consists of two stages; 1) training on caring community learning models with a student centered approach which includes group model class management techniques, learning media design. 2) mentoring the learning practices of junior high school teachers in the classroom based on the ability level group, group L, and group M. Evaluation activities are carried out at the end of the activity to make improvements to mistakes, teacher weaknesses in the process of implementing the learning model.

scholarly journals CHALLENGES ENCOUNTERED AND STRATEGIES EMPLOYED IN MANAGING STUDENTS’ BEHAVIOR OF JUNIOR HIGH SCHOOL TEACHERS OF A PRIVATE SCHOOL IN QUEZON PROVINCE

2019 ◽  
Author(s):  
GARRY LINGON
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Private School ◽  
Junior High ◽  
Code Of Conduct ◽  
School Teachers ◽  
School Policies ◽  
Statistical Tool ◽  
Junior High School Teachers

This study determined and analyzed the challenges encountered and strategies employed by Junior High School Teachers in managing the students' behavior, who were the respondents of the study, in a private school in Quezon Province that gave way to the creation of a Teachers' Guidebook on Managing the Students' Behavior as an output. The descriptive-evaluative method of research was used in the study together with the Weighted Arithmetic Mean (WAM) as the statistical tool. Further, a validated researcher-made instrument was used to gather the needed data in the study.<p> Based on the findings of the study, under the code of conduct related to discipline, the respondents revealed the challenges encountered in managing students' behavior. The statements that got the highest WAM rating were (1) Failure of students to wear their uniform in official activities held inside or outside the school; (2) Students forget their ID at Home; and, (3) Failure of the students to accomplish their excuse slip form. </p> <p> In addition, the code of conduct related to decorum, the following are some of the challenges encountered by the respondents: (1) Students do not maintain silence when no teacher is around; (2) Students fight with their classmates when they lose their temper; (3) Students disrespect the sacredness of the chapel by uttering nasty words inside the place; (4) Students ignore teacher’s instructions and do some foolishness with their friends; (5) Students disobey the rules and regulations of the school; (6) Students are buying foods even though it is not a break time; (7) Students fail to maintain silence inside the library; (8) Students do not observe silence while buying in the cafeteria; (9) Students do not participate in the mass instead they talk to their classmate; and, (10) Students talk with their classmate while flag ceremony is on-going. </p> <p> The findings of the study revealed that the orientation of the students was needed to familiarize the students on the rules and regulations implemented in the school and to consistently impose discipline. </p> <p> The following recommendations are made by the researcher: The students should understand fully the importance of following the school's rules and regulations by taking seriously the identified school policy on the code of conduct. The teachers should conduct an annual orientation/re-orientation program that emphasizes the findings of this research, and seriously consider more effective strategies to overcome problems on code of conduct and use the output of this study. The school administrators should issue a school memorandum requiring all teachers and school staff to strictly implement the school policies. The future researchers should make a study on the assessment of the quality of the school policies implemented in the private schools in Quezon Province.</p>

scholarly journals Stress Management Amidst of the Covid-19 Pandemic of Public Junior High School Teachers in Selected High School of Aborlan North District

2021 ◽  
Vol 3 (5) ◽  
pp. 39-53
Author(s):  
Eliza Panis
Keyword(s):  
High School ◽  
High Schools ◽  
Stress Management ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
High Stress ◽  
Survey Method ◽  
School Teachers ◽  
Junior High School Teachers

This study was conducted from February 2021 to March 2021 to determine the stress management amidst the covid - 19 pandemics of the junior high school teachers in selected high schools of Aborlan North. The descriptive research design, specifically the survey method, was used in this study. Data were gathered through survey questionnaires. A total of 39 permanent teachers were enumerated from the selected high schools as the respondents of the study. The result showed that most of the respondents were married females in their middle age. They had been in the service for a mean of 11.3 years and almost three fourth (74.4%) of them were Secondary School Teacher I with a mean teaching load of 26.4 hours per week. The perceived sources of stress such as work, family, personal, and environmental were considered distinctly part of the respondents’ lives. The level of perceived stress of the respondents was noted to be “high stress”. The activities engaged in very often to manage stress by a majority of the respondents were walking, praying, attending church/religious service, planting, gardening, and watering plants, washing domes, cooking/baking, evaluating oneself, watching the news, watching entertainment programs, watching “teledramas”, “telenovelas”, listening to music, texting, going to the internet, and talking with a family member.

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