scholarly journals Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda

2021 ◽  
Vol 18 (5) ◽  
pp. 2315
Author(s):  
Joseph Ssenyonga ◽  
Tobias Hecker
Keyword(s):  
Working Conditions ◽  
Secondary School Teachers ◽  
Teacher Stress ◽  
School Context ◽  
Negative Consequences ◽  
Related Factors ◽  
Teachers Perceptions ◽  
Stress Levels ◽  
Southwestern Uganda ◽  
Job Perceptions

(1) Background: Teachers’ personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence against students. However, little is known about personal and school context factors that contribute to teachers’ stress. The current study examined whether, in addition to school-related factors, job perceptions, including the feeling of pressure at work and perceived school climate and teaching difficulties, contribute to teachers’ stress. (2) Methods: A representative sample of 291 teachers from 12 public secondary schools in southwestern Uganda responded to self-administered questionnaires. (3) Results: Teaching difficulties and feelings of pressure at work contributed to teachers’ stress. Furthermore, stress did not vary with teachers’ sociodemographic variables. (4) Conclusions: Teachers’ perceptions of their working conditions were associated with teacher stress levels. Therefore, more efforts need to be geared towards improving the working conditions of teachers as a way of reducing stress.

scholarly journals TEACHER JOB STRESS IN ALBANIA: EXAMINING THE ROLE OF STUDENTS’ CLASSROOM DISRUPTIVE BEHAVIOR AND OTHER FACTORS IN THE SCHOOL CONTEXT

2013 ◽  
Vol 54 (1) ◽  
pp. 14-21
Author(s):  
Stela Karaj ◽  
Elida Rapti
Keyword(s):  
Disruptive Behavior ◽  
Job Stress ◽  
Basic Education ◽  
Time Pressure ◽  
Teacher Stress ◽  
School Context ◽  
School Principal ◽  
Disruptive Behaviour ◽  
Related Factors ◽  
The Impact

The purpose of this study was to determine the impact of the students’ disruptive behavior and other factors in the school context on the teachers’ job stress. For this purpose a survey based descriptive research was conducted with 540 basic education teachers. The instrument used was a structured questionnaire which was comprised of four scales for measuring teacher stress, students’ disruptive behavior, time pressure and workload, relations with school principal and relations with colleagues. Pearson product-moment correlation coefficient was used to determine the direction and the strength of the relationships between the teachers’ job stress and the stress related factors. Standard multiple regression was used to determine the amount of variability on teachers’ job stress explained by the independent factors involved in the study. The study findings indicated low to substantial correlations between teachers’ job stress, students’ disruptive behaviour, time pressure and workload, relations with school principal and relations with colleagues. Students’ disruptive behaviour, time pressure and workload and relations with school principal were found to be significant predictors of teachers’ job stress. Relations with colleagues were not found to be a significant predictor of teacher stress. Key words: relation with colleagues, relation with school principal, students’ disruptive behavior, teacher job stress, time pressure and workload.

scholarly journals From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19

2021 ◽  
Vol 11 (4) ◽  
pp. 163
Author(s):  
Giusi Antonia Toto ◽  
Pierpaolo Limone
Keyword(s):  
Distance Learning ◽  
School Context ◽  
Digital Technologies ◽  
Point Of View ◽  
View Factor ◽  
Regression Analyses ◽  
Teachers Perceptions ◽  
Professional Perception ◽  
The Relationship ◽  
Professional Perceptions

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

scholarly journals Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
School Context ◽  
Equation Modeling ◽  
Goal Theory ◽  
School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

scholarly journals Psychosocial Working Conditions Play an Important Role in the Return-to-Work Process After Total Knee and Hip Arthroplasty

2021 ◽  
Author(s):  
Tamara Kamp ◽  
Sandra Brouwer ◽  
Tjerk H. Hylkema ◽  
Jan van Beveren ◽  
Paul C. Rijk ◽  
...  
Keyword(s):  
Return To Work ◽  
Sex Education ◽  
Working Conditions ◽  
Hip Arthroplasty ◽  
Survey Study ◽  
Related Factors ◽  
Psychosocial Working Conditions ◽  
Work Related ◽  
Multicenter Survey ◽  
Total Knee

AbstractPurpose Both personal and work-related factors affect return to work (RTW) after total knee arthroplasty (TKA) and total hip arthroplasty (THA). Little is known about work-related factors associated with the recovery process. This study aimed to determine which work-related factors are associated with time to RTW for both TKA and THA patients. Methods A prospective multicenter survey study was conducted that included patients aged 18–63, had a paid job and were scheduled to undergo primary TKA/THA. Surveys were completed preoperatively, 6 weeks, and 3, 6, and 12 months postoperatively, and included four domains of work-related factors: work characteristics, physical working conditions, psychosocial working conditions and work adjustments. Control variables included age, sex, education, and comorbidity. Time to RTW was defined as days from surgery until RTW. Multivariate linear regression analyses were conducted separately for TKA/THA patients. Results Enrolled were 246 patients (n = 146 TKA, n = 100 THA, median age 56 years, 57% female). Median time to RTW was 79 days (IQR 52.0–146.0). Mainly physical tasks (TKA: B 58.2, 95%CI 9.5–106.8; THA: B 52.1, 95%CI 14.1–90.2) and a combination of physical and mental tasks (TKA: B 50.2, 95%CI 6.4–94.0; THA B 54.0, 95%CI 24.2–83.7) were associated with longer time to RTW after both TKA and THA. More possibilities for personal job development (B − 12.8, 95%CI − 25.3–0.4) and more work recognition (B − 13.2, 95%CI − 25.5 to − 0.9) were significantly associated with shorter time to RTW after TKA. Higher quality of supervisor leadership (B − 14.1, 95%CI − 22.2 to − 6.0) was significantly associated with shorter time to RTW after THA. Conclusion The findings of this study stress the importance of psychosocial working conditions, besides type of job tasks, in RTW after TKA/THA. Further research on work-related factors is needed, as arthroplasty is being performed on an increasingly younger population of knee and hip OA patients for whom participating in work is of critical importance.

scholarly journals Occupational Stress and Job Burnout among Primary and Secondary School Teachers in Cuttack, Orissa, 2013

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Joyce Mathews
Keyword(s):  
Occupational Stress ◽  
Secondary School Teachers ◽  
Demographic Data ◽  
High Stress ◽  
Job Burnout ◽  
Stress Index ◽  
Stress Levels ◽  
Older Teachers ◽  
The Relationship ◽  
Primary And Secondary School

The purpose of this study was to explore the levels of occupational stress and job burnout among teachers working in primary and secondary schools and identify the relationship between the selected demographic data with the stress levels. The sample consisted of 100 teachers from 4 schools in Cuttack, Orissa. The instruments used to measure the variables were: 1.Headington Stress Index questionnaire, 2.Headingtacon Burnout Inventory, 3. Self care and Lifestyle Balance Inventory. The statistical techniques of descriptive statistics, ANOVA analysis and Pearson’s coefficient were employed to analyze the data. The findings of the study indicated that a major portion of the teachers’ population faced moderately low stress and burnout, and the remaining faced moderately high stress and burnout. Younger teachers are reported to have more stress than the older teachers. Higher the burnout among teachers, lower was the lifestyle balance among them. Experience, gender and grade did not affect the stress levels among teachers.

Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability

2017 ◽  
Vol 119 (9) ◽  
pp. 1-38
Author(s):  
Kyunghwa Lee
Keyword(s):  
Early Childhood ◽  
School Readiness ◽  
Early Childhood Teachers ◽  
The Body ◽  
Negative Consequences ◽  
Teachers Perceptions ◽  
The Public ◽  
Children's Behavior ◽  
Early Schooling ◽  
Teachers Perspectives

Background Although concerns about unintended negative consequences of standards-based accountability (SBA) reform for children's socioemotional development have been raised, few studies have systematically examined early childhood teachers’ perceptions of and practices for children's behavior and bodies under such policy. This study was conducted against the backdrop of the intersection of the accountability policy and the increasing prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among children, including preschoolers. Purpose The study investigated how early childhood teachers’ perspectives of and practices for the behavior and bodies of children considered at risk of being identified with ADHD later in schooling were related to the increasing concern over school readiness under SBA reform. Research Design Data for a qualitative case study were generated through multiple methods, including video-recorded observations in two African-American children's pre-kindergarten and kindergarten classrooms, interviews with their teachers, and artifact collection. Results The focal children's teachers appropriated the authoritative discourses of ADHD and readiness for school to perceive the children's bodies as uncontrollable and unready for school. The teachers taught the children a variety of bodily techniques to enculturate them in public school and to develop docile student bodies. Keeping their authoritative practices intact, the teachers hardly incorporated the children's areas of strengths into the curriculum and instruction. School was introduced to the children as a carnivalesqueless place, and both SBA reform and ADHD contributed to disembodiment in the public early childhood education settings. Conclusions This study suggests the need for reframing the notion of school readiness; bringing teachers’ folk theories about children's behavior and bodies to their critical awareness; and intentionally balancing serious, rigid parts of the daily classroom routine with relaxed, pleasurable moments.

Digital hygiene: pandemic lockdowns and the need to suspend fast thinking

2021 ◽  
Vol 9 (3) ◽  
pp. 33-48
Author(s):  
David Anthony Pittaway
Keyword(s):  
Negative Consequences ◽  
Flight Response ◽  
Global Trend ◽  
Stress Levels ◽  
Sympathetic Nervous ◽  
Fight Or Flight Response ◽  
System 1 ◽  
Fight Or Flight

The Covid-19 pandemic accelerated the global trend towards spending increasing amounts of time online. I explore some of the potential negative consequences of lockdown-induced increases in time spent online, and I argue that the stressful context of the pandemic and lockdowns is exacerbated by being online beyond that which is required for essential purposes. Time spent online may increase stress levels by perpetuating the sympathetic nervous system's fight-or-flight response, draining a person’s energy and diminishing one’s ability to deal with illness. I frame the situation as one in which the pandemic context, combined with a mandatory need to be online more, forces many people into what Daniel Kahneman calls “System 1 thinking”, or “fast thinking”. I argue that digital hygiene requires the suspension of System 1 thinking, and that “philosophical perception” resonates with potential remedies in this regard.

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