Work Engagement of Public Elementary School Teachers and Organizational Support

2021 ◽  
Vol 6 (1) ◽  
pp. 01-15
Author(s):  
Runato A. Basañes ◽  
Junelene May C. Dagol
Keyword(s):  
Elementary School ◽  
Marital Status ◽  
Work Engagement ◽  
Community Involvement ◽  
Organizational Support ◽  
Professional Growth ◽  
Growth And Development ◽  
Teaching Load ◽  
Teaching Position ◽  
Significant Difference

Objective - The primary purpose of this research work is to determine the relationship between work engagement of public elementary school (PES) teachers and organizational support in the District of San Jose, Schools Division of Antique, Philippines. Methodology/Technique - Descriptive-correlational design was employed in undertaking this study. A total sample of 167 was purposively selected among the PES teachers in San Jose District, Schools Division of Antique for the survey. The researchers adapted the accomplished Individual Performance Commitment and Review Form of teachers and Eisenberger's (1986) perceived Organizational Support Scale for the study. Findings – The results show that PES teachers' level of work engagement was very satisfactory in all of 4 work engagement aspects - teaching-learning process, student outcomes, community involvement, and professional growth and development. The results also indicated that the PES teachers have a high organizational support level when the different variables were considered in this study - teaching load, teaching position, sex, and marital status. Moreover, looking into the PES teachers' work engagement, a significant difference was noted in community involvement when grouped according to teaching load; and professional growth and development when grouped according to sex. However, no significant difference was noted in all aspects when grouped according to a teaching position and marital status. A significant difference was also pointed out in organizational support in terms of teaching load, teaching position, sex, and marital status. Finally, there was no significant relationship between work engagement and organizational support of PES teachers. Novelty - The study suggests that the Department of Education subjects its personnel to continuing education, training, seminars, and values formation activities to help teachers become more effective in delivering their daily obligations, engage in their work for skills development, and make them feel they are given much attention by the organization where they belong. Type of Paper: Empirical. JEL Classification: A23, I20, I25. Keywords: Community Involvement; Organizational Support; Professional Growth and Development; Student Outcomes; Teaching-learning Process; Work Engagement Reference to this paper should be made as follows: Basañes, R.A; Dagol, J.M.C. (2021). Work Engagement of Public Elementary School Teachers and Organizational Support, Journal of Management and Marketing Review, 6(1) 01 – 15. https://doi.org/10.35609/jmmr.2021.6.1(1)

Work Engagement of Public Elementary School Teachers and Organizational Support

2020 ◽  
Vol 11 (1) ◽  
pp. 149-149
Author(s):  
Runato A. Basañes ◽  
Junelene May C. Dagol
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Work Engagement ◽  
Community Involvement ◽  
Organizational Support ◽  
Professional Growth ◽  
Growth And Development ◽  
School Teachers ◽  
Public Elementary School ◽  
Significant Difference

The study aimed to determine the relationship between work engagement and organizational support of 167 randomly selected public elementary school teachers in the District of San Jose, Schools Division of Antique, Philippines. Data were gathered using the Individual Performance Commitment and Review Form of the Department of Education and the Eisenberger's Perceived Organizational Support Scale. Data were analyzed with frequency, percentage, mean and standard deviation for descriptive statistics while t-test for independent samples, One-way ANOVA and Pearson's r for inferential statistics. The findings showed that as an entire group, the level of work engagement of teachers was very satisfactory in all of the four work engagement aspects (teaching-learning process, students' outcomes, community involvement, and professional growth and development). There was a significant difference in the level of work engagement in the aspect of community involvement when grouped according to teaching load and in the aspect of professional growth and development when grouped according to sex. No significant difference was observed among the following groups: teaching position and marital status, the level of organizational support in terms of teaching load, teaching position, sex, and marital status, work engagement and organizational support of teachers. Keywords: community involvement, Organizational Support Public Elementary School Teachers, professional growth and development, teaching-learning process, students' outcomes, Work Engagement

scholarly journals Teachers Performance in Relation to Pupils Academic Achievement in Kabankalan City

2019 ◽  
Vol 34 (1) ◽  
Author(s):  
Marjon C. Malacapay
Keyword(s):  
Academic Achievement ◽  
Learning Process ◽  
Community Involvement ◽  
Performance Indicators ◽  
Professional Growth ◽  
Young Female ◽  
Net Income ◽  
Rural And Urban ◽  
Significant Difference ◽  
Teaching Learning

Teacher’s performance in relation to pupils’ academic achievement is a quantitative type of research that utilized the descriptive-correlational design. The study aimed to determine the relationship between teachers’ performance in terms of teaching-learning process, pupils’ outcome, community involvement, and professional growth to their pupils’ academic achievement. The researcher distributed a two-part survey questionnaire to the teachers (n=117) covering their demographic profile, and the four performance indicators, while only the second part was distributed to the observers/raters. The researcher then utilized descriptive and inferential statistics for data analysis. Young female teachers, mostly Teacher-I, between a 1-5 year in service, receiving six to ten thousand Pesos (P6,000-10,000) monthly net income and had 21-30 accumulated training hours dominated the population. Also, findings showed that teachers performed very satisfactory, but pupils only performed satisfactorily in terms of academics. Moreover, the teaching-learning process and pupils’ outcome have significant relationships on teachers’ length of service. A significant difference was only found in rural and urban teachers’ community involvement.  Lastly, a significant relationship on pupils’ academic achievement was only found on teachers’ community involvement. Therefore, among the performance indicators, teachers’ community involvement solely affects pupils’ academic performance but they least prioritize it.

MORPHOLOGICAL CHARACTERISTICS AND FUNCTIONAL ABILITIES IN ELEMENTARY SCHOOL STUDENTS

sportlogia ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 1-12
Author(s):  
Nevenka Zrnzević ◽  
◽  
Toplica Stojanović ◽  
Keyword(s):  
Heart Rate ◽  
Elementary School ◽  
Elementary School Students ◽  
Body Mass ◽  
Growth And Development ◽  
Step Test ◽  
Functional Abilities ◽  
School Students ◽  
Male And Female ◽  
Significant Difference

The main aim of the study is to establish whether there are any differences in growth and development of functional abilities between boys and girls. For the evaluation of functional abilities, growth and development in students the following parameters have been used: height, body mass, body mass index, vital lung capacity, resting heart rate, active heart rate and modified Harvard step test index. The results of multivariate analysis (MANOVA) have shown that there is no statistically significant difference between male and female students. A statistically significant difference has been found by means of univariate analysis of variance (ANOVA) in active hearth rate variables (F=8.36; p=.004) and modified Harvard step test index (F=6.67; p=.011) in favor of male students. Comparing the results obtained in the earlier and recent studies it can be concluded that the current physical exercise program does not produce desired results, furthermore it does not contribute nor does it improve functional abilities of male and female younger elementary school students.

scholarly journals The relationship between elementary school teachers' levels of collective efficacy and morale levelsİlkokul öğretmenlerinin kolektif yeterlik düzeyleri ile moral düzeyleri arasindaki ilişki

2018 ◽  
Vol 15 (4) ◽  
pp. 2644
Author(s):  
Kazım Çelik ◽  
Tuba Gören ◽  
Ümit Kahraman
Keyword(s):  
Elementary School ◽  
Marital Status ◽  
Elementary School Teachers ◽  
Union Membership ◽  
Primary Schools ◽  
English Summary ◽  
School Teachers ◽  
Significant Difference ◽  
Collective Competence ◽  
The Relationship

This study was conducted to measure the relationship between teachers 'collective competence levels and morale levels and to determine whether there is a significant difference in teachers' collective competence and morale levels according to personal variables. The study is in the relational screening model. For collecting research data, "Collective Proficiency Scale" and "Moral" dimension of Organizational Health Scale were used. The universe of the research consists of 1207 elementary school teachers working in 2014-2015 academic year in primary schools affiliated to the Ministry of National Education of Hatay, and the sample group consists of 249 teachers. "Random sampling" method was used in the research. As a result of the research, it was determined that the teachers' collective competence and morale levels were high. According to the results of the research, the collective competence levels of the teachers do not show any significant difference according to gender, marital status, seniority, age, trade union membership variables. While morale levels does not show any significant difference according to gender and marital status, there are significant differences according to seniority, age and union membership variables. There was a moderately significant positive correlation between the collective competence and morale levels of teachers. Collective competence is a significant predictor of teacher morale.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışma öğretmenlerin kolektif yeterlik düzeyleri ile moral düzeyleri arasındaki ilişkiyi ölçmek ve kişisel değişkenlere göre öğretmenlerin kolektif yeterlik ve moral düzeylerinde anlamlı farklılık olup olmadığını tespit etmek içi gerçekleştirilmiştir. Çalışma ilişkisel tarama modelindedir.  Araştırma verilerinin toplanması için “Kolektif Yeterlik Ölçeği” ve Örgütsel Sağlık Ölçeğinin  ‘Moral’ boyutu kullanılmıştır. Araştırmanın evreni, Hatay İli Milli Eğitim Bakanlığı’na bağlı ilkokullarda 2014-2015 eğitim-öğretim yılında görev yapan 1007 ilkokul öğretmeninden, örneklem grubu ise 249 öğretmenden oluşturmaktadır. Araştırmada “rastlantısal örnekleme” yöntemi kullanılmıştır. Araştırma sonucunda öğretmenlerin kolektif yeterlik ve moral düzeylerinin yüksek olduğu belirlenmiştir. Araştırma sonuçlarına göre öğretmenlerin kolektif yeterlik düzeyleri cinsiyet, medeni durum, kıdem, yaş, sendika üyeliği değişkenlerine göre anlamlı farklılık göstermemektedir. Moral düzeyleri ise cinsiyet ve medeni duruma göre anlamlı farklılık göstermezken, kıdem, yaş ve sendika üyeliği değişkenlerine göre anlamlı farklılık göstermektedir. Öğretmenlerinin kolektif yeterlik ve moral düzeyleri arasında pozitif yönde, orta düzeyde anlamlı bir ilişki bulunmuştur. Kolektif yeterlik öğretmenlerin moral düzeylerinin anlamlı bir yordayıcısıdır.  

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 2 (3) ◽  
pp. 336
Author(s):  
Ni Pt Rasni Karwati ◽  
Km Ngurah Wiyasa ◽  
I Kt Ardana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Science Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
School Year ◽  
Significant Difference

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018. Keywords : probing prompting, multimedia, science learning result

THE EMPATHY LEVELS OF WOMEN PLAYING IN BASKETBALL LEAGUES

2020 ◽  
Vol 6 (25) ◽  
pp. 760-768
Author(s):  
Nida Gencer ÖZKAN ◽  
◽  
Tülin ATAN
Keyword(s):  
Marital Status ◽  
Leadership Style ◽  
Female Athletes ◽  
Educational Status ◽  
Basketball Players ◽  
Coaching Behaviors ◽  
Significant Difference ◽  
Women's Basketball ◽  
Coaching Behavior ◽  
And Behavior

The aim of this study was to investigate the basketball players’, active in Turkey Women’s Basketball Super and 1st Leagues, empathy levels according to their marital status, educational status in addition to age and marital status of their coach; and to evaluate leadership characteristics and behavior of their coaches according to athlete’s perception. Another aim was to analyze the relation between empathy levels of the athletes and athletes’ perception of coaching behavior. 264 (age; 24.61±5.53 year) female athletes playing in Turkey Women’s Basketball Super and 1st Leagues participated in this study. Leadership Scale for Sports (LSS)-version of Athletes’ Perception of Coaching Behavior that developed by Chelladurai and Saleh, and adapted by Tiryaki and Toros in 2006 was used as data collection tool. Athletes’ perceptions of leadership style and behavior of their coach were evaluated in five different factors. A five-factor solution with 40 items describing the most salient dimensions of coaching behavior was selected as the most meaningful. Empathy levels of the athletes were determined by using Emphatic Tendency Scale which was developed by Dökmen (1988) and composed of 20 items. Empathy levels of the athletes showed no statistically significant difference in terms of any variable (p>0.05). There was no statistically significant difference in athletes’ perceptions of coaching behaviors in terms of marital status of the athlete and age of their coach (p>0.05). In terms of educational status of athletes and marital status of their coach, there were statistically significant differences in athletes’ perceptions of coaching behaviors (p<0.05 and p<0.01). Positive and meaningful correlation was found between empathy scores of the athletes and training and instruction behavior (r=.172**) and autocratic behavior (r=.154*) of the coach (p<0.05 and p<0.01). Educational status of the athletes and marital status of their coach are influental in athletes’ evaluation of their perceptions of coaching behavior. Empathy levels of the athletes are related to their perceptions of coaching behavior.

Multi-dimensional Individual Work Performance: Predictors and Mediators

2019 ◽  
Vol 7 (1) ◽  
pp. 54-60 ◽  
Author(s):  
Rostiana Rostiana ◽  
Daniel Lie
Keyword(s):  
Work Engagement ◽  
Organizational Support ◽  
Work Performance ◽  
Psychological Empowerment ◽  
Well Being ◽  
Subjective Well Being ◽  
Individual Work ◽  
Holistic Understanding ◽  
Perceived Organisational Support ◽  
The Relationship

Objective - Individual work performance (IWP) has been researched time and time again in the past few decades. Interestingly enough, existing research on IWP focuses mainly on the area of work production and lacks an in-depth holistic understanding of IWP and other interrelated work behaviours. In this study, IWP is explored in the context of a multidimensional construct that includes the dimensions of task, contextual, and counterproductive behaviours. The purpose of this research is to investigate whether the three variables of work engagement (WE), psychological empowerment (PE), and subjective well-being (SWB) mediate and correlate with the relationship between perceived organisational support (POS) and IWP. Methodology/Technique - 780 employees from 4 organisations in Jakarta were selected to participate in this study. The respondents were tasked with responding to five questionnaires including (1) IWP of Koopmans, (2) POS of Eisenberger, (3) SWB of Diener, (4) WE of Baker and Schaufeli, (5) PE of Spreitzer. The data was analysed using structural equation modelling. Findings - The results show that the proposed structural model aligns with the empirical data [X2 (0, N = 780) = 0, p = 1.000; RMSEA=.000]. This research concludes that the relationship between POS and IWP is best mediated by either WE, PE or SWB. Among the three mediators, WE plays the greatest role in mediating the relationship between POS and IWP. Novelty - These findings expand on previous research on the weak relationship between POS and IWP. Type of Paper - Empirical. Keywords: Individual Work Performance; Perceived Organizational Support; Psychological Empowerment; Subjective Well-being; Work Engagement. JEL Classification: L20, L25, L29.

INTERVENSI PELATIHAN PENILAIAN KINERJA PADA ATASAN UNTUK MENINGKATKAN PERCEIVED ORGANIZATIONAL SUPPORT & EMPLOYEE ENGAGEMENT

2017 ◽  
Vol 2 (2) ◽  
pp. 1-8
Author(s):  
Holy Greata
Keyword(s):  
Performance Appraisal ◽  
Employee Engagement ◽  
Study Design ◽  
Work Engagement ◽  
Organizational Support ◽  
Perceived Organizational Support ◽  
Paired Sample ◽  
Utrecht Work Engagement Scale ◽  
Before And After ◽  
Before And After Study

This study aims to look at the effectiveness of performance appraisal training programs to improve perceived organizational support and employee engagement among employees at YPTK educational institutions. This research uses a quantitative approach, with the before-and-after study design research design. The strength of this program is the ability to measure the impact of an intervention. Measuring devices perceived organizational support is an adaptation of the survey of perceived organizational support, while measuring instruments employee engagement is an adaptation of the Utrecht work engagement scale. The results of this study indicate the influence of perceived organizational support on employee engagement of 0.168 (p = 0.016 significant at l.o.s 0.05). Paired sample t-test results showed significant differences in perceived organizational support and employee engagement scores before and after the training and outreach of performance appraisal. Keywords: Perceived Organizational Suppor; Employee Engagement, Performance assessment   Penelitian ini bertujuan melihat efektifitas program pelatihan penilaian kinerja untuk meningkatkan perceived organizational support dan employee engagement pada karyawan di lembaga pendidikan YPTK. Penelitian ini menggunakan pendekatan kuantitatif, dengan design penelitian the before-and-after study design. Kelebihan dari program ini adalah kemampuan untuk mengukur dampak dari sebuah intervensi. Alat ukur perceived organizational support merupakan adaptasi dari survey of perceived organizational support, sedangkan alat ukur employee engagement merupakan adaptasi dari Utrecht work engagement scale. Hasil penelitian ini menunjukkan adanya pengaruh perceived organizational support terhadap employee engagement sebesar 0.168 (p=0.016 signifikan pada l.o.s 0.05). Hasil uji paired sample t-test menunjukkan adanya perbedaan skor perceived organizational support dan employee engagement yang signifikan sebelum dan sesudah dilakukan pelatihan dan sosialisasi penilaian kinerja.   Kata Kunci: Perceived Organizational Suppor; Employee Engagement, Penilaian Kinerja.

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