scholarly journals The relationship between wellbeing indicators and teacher psychological stress in Eastern Cape public schools in South Africa

2013 ◽  
Vol 39 (1) ◽  
Author(s):  
Malik L.M. Vazi ◽  
Robert A.C. Ruiter ◽  
Bart Van den Borne ◽  
Glynnis Martin ◽  
Kitty Dumont ◽  
...  
Keyword(s):  
Public Schools ◽  
Negative Affect ◽  
Protective Factors ◽  
Teacher Stress ◽  
Psychological Wellbeing ◽  
Relative Importance ◽  
Eastern Cape ◽  
School Teachers ◽  
The Relationship ◽  
Stress Variance

Orientation: Positive psychological and subjective wellbeing indicators have proven to be protective against certain physical illnesses but have been rarely assessed in teacher stress.Research purpose: The main objective of this study was to assess the relationship between indicators of wellbeing and stress and to further assess the relative importance of these wellbeing indicators in explaining stress variance in a large sample of Eastern Cape primary and high school teachers in South Africa.Motivation for the study: The majority of teacher stress studies focus on the misfit between the individual’s resources and the environmental demands. There is a scarcity of studies reporting on protective factors in teaching and we know little about their possible role as possible protective factors against stress. This is important in developing stress prevention strategies.Research design, approach and method: A cross-sectional survey was used targeting public school teachers in the Eastern Cape. The sample size was 562 randomly selected teachers from both public primary and high schools.Main findings: The results revealed that stress is prevalent amongst teachers. Subjective and psychological wellbeing factors added significantly to the explained stress variance. Also, both negative affect and role problems had significant positive correlations with stress, whilst psychological wellbeing had a strong inverse relationship with stress.Practical/managerial implications: The results implied that interventions focusing on improving psychological wellbeing and reduction of negative affect can contribute to stress prevention.Contribution/value-add: The results contributed towards a better understanding of the relative importance of wellbeing constructs as protective factors against teacher stress.

Teacher's Rating in the Revised Performance Appraisal System for Teachers (RPAST) and its Relationship to Teaching Effectiveness

2008 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Rosario Abela ◽  
◽  
Antonia Cecilia Sandoval
Keyword(s):  
Public Schools ◽  
Secondary Teachers ◽  
Teaching Effectiveness ◽  
Secondary School Teachers ◽  
Performance Ratings ◽  
School Teachers ◽  
Quality Of Teaching ◽  
Significant Difference ◽  
The Relationship

This study was conducted with the following objectives: 1) to determine the performance ratings of the secondary school teachers as evaluated by their administrators; 2) to establish the relationship between the performance ratings of the secondary school teachers as evaluated by their superiors and their teaching effectiveness as evaluated by their students; and 3) to determine whether or not there is a significant difference in the quality of teaching among the secondary teachers in the different public schools serving as respondents of the study. Spearman Rho Correlation Coefficient was used to establish the relationship between the secondary teachers' ratings in the RPAST and their teaching effectiveness. The study revealed that 1) the average performance efficiency ratings were 87.61, 82.40, and 65.71 for INHS, KNHS and TNHS, respectively, with descriptive equivalents of very satisfactory for INHS and KNHS and satisfactory for TNHS, 2) there was no correlation between the performance ratings of the secondary teachers and their teaching effectiveness as perceived by students because of the lower ratings from the students compared to the higher ratings given by the administrators to their teachers; and 3) there was a significant difference in the quality of teaching among the secondary teachers in the three public schools service as respondents of the study.

scholarly journals Relationship between stigma levels of teachers and teacher’s organizational justice perceptionsÖğretmenlerin damgalama düzeyleri ile örgütsel adalet algıları arasındaki ilişki

2016 ◽  
Vol 13 (1) ◽  
pp. 1574 ◽  
Author(s):  
Murat Önk ◽  
Necati Cemaloğlu
Keyword(s):  
Public Schools ◽  
Organizational Justice ◽  
Psychological Health ◽  
Negative Relationship ◽  
Public School Teachers ◽  
School Teachers ◽  
Average Standard Deviation ◽  
Arithmetic Average ◽  
Justice Perceptions ◽  
The Relationship

The purpose of this study was to determine the relationship between stigma levels of teachers and teachers’ organizational justice perceptions. Relational survey model was used in research. Teachers’ opinions on stigma level and organizational justice were reviewed. A total of 204 public school teachers (elemantary and high) employed in Ankara participated in the study. The "Stigma Scale” developed by Yaman and Güngör (2013) and "Organizational Justice Scale”developed by Hoy and Tarter (2004) were used to gather data. The data was analyzed by using Pearson Product-Moment Correlation Coefficient, Descriptive Statistics (frequency, percentage, arithmetic average, standard deviation), and multiple regression analysis techniques. Results indicated that teachers’ stigma scores were high in prejudice and psychological health  and the participants had positive perceptions about organizational justice at public schools. There was meaningful negative relationship between stigma levels of teachers and organizational justice perceptions of teachers. Consequently, stigma level is one of the factors that affect organizational justice negatively in schools. ÖzetBu araştırmanın amacı, Ankara Büyükşehir Belediyesi sınırları içerisinde bulunan merkez ilçelerdeki resmi ilköğretim ve ortaöğretim kurumlarında görev yapan öğretmenlerin görüşlerine göre, öğretmenlerin damgalama düzeyleri ile örgütsel adalet algıları arasındaki ilişkiyi saptamaktır. Araştırma, ilişkisel tarama modelindedir. Araştırma modelinde, biri bağımsız/dışsal (öğretmenlerin damgalama düzeyi), biri bağımlı/içsel (öğretmenlerin örgütsel adalet algıları) olmak üzere iki değişken bulunmaktadır. Araştırmanın örneklemini, Ankara Büyükşehir Belediyesi sınırları içerisinde bulunan merkez ilçelerdeki resmi ilköğretim ve ortaöğretim kurumlarında görev yapan toplam 204 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak, Yaman ve Güngör (2013) tarafından geliştirilen “Damgalama Ölçeği” ile Hoy ve Tarter (2004) tarafından oluşturulan “Örgütsel Adalet Ölçeği” kullanılmıştır. Verilerin analizinde betimsel istatistikler, Pearson Momentler Çarpımı Korelasyon Katsayısı ve Çoklu Regresyon Analizi tekniklerinden yararlanılmıştır. Araştırmanın sonuçlarına göre; öğretmenlerin damgalama eğilimlerinin önyargı ve psikolojik sağlık alt boyutlarında yüksek olduğu, katılımcıların okullarındaki örgütsel adalet algısını olumlu olarak belirttiği, öğretmenlerin damgalama düzeyleri ile örgütsel adalet algıları arasında anlamlı ve negatif bir ilişki olduğu, öğretmenlerin örgütsel adalet algısının en önemli yordayıcısının ön yargı olduğu saptanmıştır.

scholarly journals A RELAÇÃO ENTRE TRABALHO E EDUCAÇÃO E AS IMPLICAÇÕES NO ÂMBITO DAS ESCOLAS PÚBLICAS DE FORTALEZA/CE

2015 ◽  
Vol 22 (1) ◽  
pp. 59
Author(s):  
Clarice Zientarski
Keyword(s):  
Public Schools ◽  
Qualitative Approach ◽  
Educational Institutions ◽  
Structured Interviews ◽  
School Teachers ◽  
Private Partnership ◽  
The Public ◽  
Efficient Management ◽  
Teachers And Students ◽  
The Relationship

Esse artigo é parte da tese de doutorado cujo objetivo foi investigar a produção da atividade de estudocomo proceO estudo trata sobre as relações que se estabelecem entre o Trabalho e a Educação no contexto dasociedade dominada pelo capital, e as implicações destas relações no âmbito das instituições educacionais. Temcomo fonte empírica dez (10) escolas da rede pública estadual do Ceará, localizadas no município de Fortaleza, queassumem o compromisso de atender às determinações do Instituto Unibanco em nome da gestão eficiente, participativae com foco nos resultados positivos, por meio do Programa Jovem do Futuro. Trata-se de uma pesquisacom abordagem qualitativa, que utilizou como instrumentos, documentos e entrevistas semiestruturadas com professoresgestores das escolas e estudantes. Concluiu que as parcerias com os institutos privados e outros órgãosexternos às escolas reforçam e consolidam a relação entre trabalho e educação, no que diz respeito à lógica domercado e da meritocracia, ou seja, do trabalho estranhado.Palavras-chave: Trabalho e educação. Parceria público/privado. Políticas educacionais. THE RELATIONSHIP BETWEEN WORK AND EDUCATION AND THE IMPLICATIONSIN THE PUBLIC SCHOOLS OF FORTALEZA/CEAbstract: The study deals with the relationships established between Labor and Education in the context of societydominated by capital, and the implications of these relationships within the educational institutions. The workhas like empirical source ten (10) schools in the public state of Ceará, located in Fortaleza, who commit to meetingcertain requirements of Instituto Unibanco in the name of efficient management, participatory and focused onpositive result through the Programa Jovem do Futuro. This is a research with qualitative approach, which used asinstruments, documents and semi-structured interviews with managers school teachers and students. Concludedthat partnerships of private institutes and of other external agencies with schools reinforce and consolidate the relationshipbetween work and education, with regard to the logico of the market and meritocracy, that is, the estrangedwork.Keywords: Work and Education; Public / private partnership. Educational policies. LA RELACIÓN ENTRE EL TRABAJO Y LA EDUCACIÓN Y LAS CONSECUENCIASEN EL CONTEXTO DE LAS ESCUELAS PÚBLICAS DE FORTALEZA/CEResumen: El estudio se ocupa de las relaciones que se establecen entre el Trabajo y la Educación en el contextode la sociedad dominada por el capital, y las implicaciones de estas relaciones dentro de las instituciones educativas.Su fuente empírica son diez (10) escuelas públicas de Ceará, que se encuentra en Fortaleza, que se comprometena cumplir con ciertos requisitos del Instituto Unibanco en el nombre de eficiente, participativa y centrada en losresultados positivos a través del Programa Joven del Futuro. Se trata de una investigación con enfoque cualitativo,que utiliza como instrumentos, documentos y entrevistas semi estructuradas con profesores de las escuelas, los gerentesy los estudiantes. Concluyeron que las asociaciones con los institutos privados y otros organismos externos alas escuelas refuerzan y consolidan la relación entre el trabajo y la educación, con respecto a la lógica del mercadoy la meritocracia, es decir, el trabajo enajenado.Palabras clave: Trabajo y educación. Asociación público/privado. Políticas educación.

scholarly journals An Exploratory Study of Hong Kong Mathematics Education of International Schools and Public Schools

CONVERTER ◽  
2021 ◽  
pp. 170-180
Author(s):  
Xiaoyu Xu, Chi-Wai Yu
Keyword(s):  
Public Schools ◽  
Middle School Teachers ◽  
Mixed Method ◽  
International Schools ◽  
School Teachers ◽  
Learning Mathematics ◽  
Different Types ◽  
The Difference ◽  
Characteristic Features ◽  
The Relationship

This study explored the difference in the belief on mathematics teaching between teachers of International and public schools; In particular, it considered the beliefs of middle school teachers with regard to mathematics. This study also soldiered the relationship between teachers ‘conceptions and students’ attitude of learning mathematics. It employed the mixed method and design to identify the three different types of questionnaires were designed for 19 teachers, and 107students from five different schools. All statistical analysis were implemented by an open-source package, R. Some characteristic features affecting on teachers’ belief, conceptions, and students’ attitude were observed. Hence, there is a sightly effective relationship between the students’ personality relate with the teachers’ belief.

scholarly journals The Relationship between Servant Leadership Characteristics of School Teachers and Students’ Academic Achievement

2021 ◽  
Vol 8 (2) ◽  
pp. 276
Author(s):  
Harun Gultekin ◽  
Margaret Dougherty
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Public Schools ◽  
Servant Leadership ◽  
Leadership Behavior ◽  
Leadership Characteristics ◽  
School Teachers ◽  
Teachers And Students ◽  
Strongly Agree ◽  
The Relationship

This study is a quantitative non-experimental design to explore the relationships between servant leadership characteristics of teachers and academic achievement of students in selected public schools. The purpose of this research was to explore the relationships between servant leadership characteristics of school teachers and students’ academic achievement in selected public schools. The hypothesis for this study was that, in the selected schools, the servant leadership of school teachers positively affects students’ academic achievement. The data collected in fifteen public schools located in Houston, Texas. As an instrument, the Organizational Leadership Assessment (OLA) was used in this study (Laub, 1999). This instrument has 66 questions with Likert-scale responses ranging from strongly disagree to strongly agree, and data was collected from 362 participants. The servant leadership data was gathered through the OLA survey and interpreted as distinguishable factors that contribute to the larger picture: servant leadership. As our hypothesis, servant leadership behavior and student achievement are expected to have correlation. To understand the relationship between student achievement and servant leadership, univariate and multivariate analysis were used. The data was screened for normality, linearity, and homoscedasticity. Data analysis was conducted by using SPSS Statistics version 22.0, as the tools for the analysis of this research. As a result of the OLA survey regarding the functions of servant leadership, the values people subscale became statistically significant. It is the only subscale that showed any extensive correlation with academic achievement. The scale may indicate how much a teacher values people.

scholarly journals The relationship between digital media use during pregnancy, maternal psychological wellbeing, and maternal-fetal attachment

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243898
Author(s):  
Melissa Smith ◽  
Annaleise S. Mitchell ◽  
Michelle L. Townsend ◽  
Jane S. Herbert
Keyword(s):  
Negative Affect ◽  
Digital Media ◽  
Emotional Support ◽  
Online Survey ◽  
Media Use ◽  
Self Report ◽  
Psychological Wellbeing ◽  
Maternal Fetal Attachment ◽  
Fetal Attachment ◽  
The Relationship

The widespread accessibility and use of the internet provides numerous opportunities for women to independently seek out pregnancy-related information and social and emotional support during the antenatal period. Given the heightened psychological vulnerability of the pregnancy period there is a critical need to examine digital media use within the context of the feelings that women have about themselves and towards their fetus. The current study examined the relationship between digital media use during pregnancy, psychological wellbeing and their maternal-fetal attachment using an online survey. Forty-eight pregnant women completed a self-report questionnaire on their reasons for using digital media, and standardised measures of self-criticism, negative affect, social quality of life (QOL), and maternal-fetal attachment. The mean age of participants was 29.4 years (SD = 5.26), with a mean of 24.3 weeks gestation (SD = 9.95). Information seeking, emotional support and social support were highly endorsed reasons for digital media use (85.42%, 66.67%, 62.5% respectively). However, digital media use was positively correlated with negative affect (p = .003) and self-criticism (p < .001). Digital media use was also negatively correlated with QOL (p = .007). There was no evidence of a relationship between digital media use and maternal-fetal attachment (p = .330). Digital environments may be an important social context within which a pregnant woman develops her own maternal identity and knowledge. There are a number of benefits and limitations of this medium for providing information and support for women during pregnancy. Enhancing the opportunities to promote pregnant women’s wellbeing in this context is an important avenue for further research and practice.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

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