scholarly journals Teachers’ Indicators Used to Describe Professional Well-Being

2019 ◽  
Vol 9 (1) ◽  
pp. 16
Author(s):  
Sacha Stoloff ◽  
Maude Boulanger ◽  
Élisabeth Lavallée ◽  
Julien Glaude-Roy

The teaching profession has been studied and discussed from a problem-oriented point of view and cultivated by a problem-oriented scientific tradition. Years of research have enabled a better understanding of difficult teaching conditions and teachers’ ill-being; an ideological and scientific shift, however, appears necessary to enrich and broaden our present knowledge. One particular question arises: which determinants optimize teachers’ professional well-being? In response, our study seeks to identify indicators that allow teachers to create, maintain or restore a state of professional well-being. Our research objective thus aims to describe teachers’ indicators regarding the “optimal functioning” that characterizes professional well-being (Seligman, 2011). The research protocol targets physical education teachers insofar as they are now recognized as leaders and models for promoting healthy lifestyles in schools and communities (MEQ, 2001). The methodology involved 5 focus groups composed of 37 teachers from 7 regions of Quebec. As the findings indicate, this approach allowed us to paint an integrative portrait of teachers’ indicators relative to professional well-being. Two categories have proved effective in terms of professional well-being: the first is Self and includes 4 variables: meaning, positive emotions, engagement and vitality; the second is Others and includes 3 sub-categories: students, colleagues and school administration. The sub-categories comprise 6 variables divided as follows: positive relationships, learning, collaboration, transfer (specifically for the two first sub-categories), followed by vision and valorization for the third sub-category.

2017 ◽  
Vol 33 (3) ◽  
pp. 538 ◽  
Author(s):  
Pere Lavega ◽  
Unai Sáez-de-Ocáriz ◽  
Francisco Lagardera ◽  
Jaume March-Llanes ◽  
Nuria Puig

<p>This study explored the effect of gender (GE) and group gender composition (GGEC) on men’s and women’s experiences of emotions when taking part in different games. To formulate our hypotheses we used a theoretical framework formed by the theories of Lazarus and Bisquerra on the construct of emotional competence and well-being and their relationship with gender stereotypes, Parlebas’s motor action theory and previous results of empirical research related to games, emotions and gender relations. The participants (218 university students, <em>M<sub>age</sub></em> = 20.3, <em>sd</em> = <em>2.73</em>) completed twelve sessions of individual games (IG) and cooperative games (CG). The results showed that GE and GGEC were predictors of the experience of positive emotions and that males were more likely to experience negative emotions in both games. The findings highlight gender differences and could help physical education teachers to avoid activities that reinforce the hierarchies and inequalities associated with gender and sex role stereotypes.</p>


Author(s):  
Eunice Barbosa ◽  
Maria Amendoeira ◽  
Tiago Ferreira ◽  
Ana Sofia Teixeira ◽  
José Pinto-Gouveia ◽  
...  

This study aims to clarify the roles of immersion and distancing (that is, reflection on an experience from an egocentric point of view or as an observer, respectively) on therapeutic change analyzing i) the evolution of these two perspectives across the resolution of a clinical problem, and ii) the relationship between immersion/distancing with symptoms and emotional arousal. We extracted all the passages of speech pertaining to the most relevant clinical problem of a good outcome case of depression undergoing cognitive-behavioral therapy. We assessed the distancing/immersion of these extracts using the Measure of Immersed and Distanced Speech, and emotional arousal with the Client Emotional Arousal Scale-III. The symptoms were assessed from the Beck Depression Inventory-II and Outcome Questionnaire-10.2. Immersion was associated with symptoms and negative emotions, while distancing was associated with clinical well being and positive emotions. Immersion was still dominant when depressive symptoms were below the clinical threshold. Clinical change was associated with a decrease in immersion and an increase in distancing. The dominance of immersion does not necessarily indicate a bad outcome.


Retos ◽  
2020 ◽  
pp. 166-172
Author(s):  
Verónica Muñoz-Arroyave ◽  
Pere Lavega-Burgués ◽  
Antoni Costes ◽  
Sabrine Damian ◽  
Jorge Serna

En el contexto educativo, educar competencias emocionales origina unas consecuencias muy positivas en el rendimiento académico y el bienestar subjetivo del alumnado, especialmente si se trabaja desde edades tempranas. La asignatura de educación física dispone de un gran repertorio de recursos pedagógicos para promover una educación física integral, destacando entre ellos el juego motor. El objetivo de este estudio fue desvelar la fuerza predictiva de dos variables asociadas al juego (dominio de acción motriz: juegos psicomotores, de cooperación, de oposición y de cooperación-oposición y competición: presencia o ausencia) sobre la intensidad emocional de los alumnos. Participaron en total 91 estudiantes de educación secundaria de Cataluña con edades entre los 12 y 14 años. Se realizaron ocho sesiones de intervención (un tipo de juego por sesión). Tras la práctica de los juegos, los participantes valoraron su experiencia emocional de 1 a 10 respondiendo el cuestionario validado GES. Para el análisis de los datos se aplicaron dos técnicas estadísticas diferentes pero complementarias: ecuaciones de estimación generalizadas y árboles de clasificación. Entre los principales hallazgos se destaca que: a) a través del juego motor se puede potenciar el desarrollo de las competencias motrices y socio-emocionales; b) El profesor de educación física debería saber que la variable competición asociada al tipo de relaciones en el juego influye en la experiencia de emociones positivas. c) El juego es una fuente de vivencias emocionales positivas, especialmente los juegos cooperativos sin competición. Abstract. In the educational context, forming emotional competences leads to very positive consequences in  academic performance and subjective well-being of the students, especially if it is worked from early ages. Physical education has a large repertoire of pedagogical tools to promote an integral physical education, motor games standing out among them. The aim of this study was to investigate the predictive capacity of two characteristics of a game (motor action domain: psychomotor, cooperation, opposition and cooperation-opposition; and competition games: presence or absence) on emotional intensity. A total of 91 high school students from Catalonia participated. Eight 60-minute intervention sessions were conducted with games of the same type in each session. Emotional intensity was assessed at the end of the session using the GES questionnaire. For the data analysis, two statistical techniques were applied: generalized estimation equations and classification trees. The main findings indicated that: a) through motor games, the development of motor and socio-emotional competences can be enhanced; b) Physical education teachers should be aware that the interaction between competition and type of relationships during a game has an influence on experiencing positive emotions; c) games are a source of positive emotional experiences, especially the cooperative, non-competitive ones.


2021 ◽  
Author(s):  
Michela Marchetti ◽  
Daniele Gatti ◽  
Lucio Inguscio ◽  
Giuliana Mazzoni

After a year from the emergence of the Coronavirus disease (COVID-19) on February 2020, between March and May 2021 Italy faced its third wave of infections. Previous studies have shown that in the first phases of the pandemic certain factors had a protective role against distress. However, as the months in the pandemic went by, people’s feelings and experiences significantly changed and little is known regarding the role of possible protective variables after prolonged pandemic situations. In the present study we aimed to investigate the impact of several behavioral variables on individuals’ mental states and emotions experienced during the third COVID-19 wave in Italy. 454 Italian adults were asked questions regarding the intensity of mental states and emotions experienced, the perceived usefulness of lockdown, the feeling of living a normal life, and the coping strategies implemented to face the pandemic. Using a data driven approach, we calculated the best model on the participation of each factor in explaining participants’ emotions and mental states. Our findings indicate that the presence of acceptance attitudes toward restrictive measures and the implementation of recreational activities helped participants face a prolonged pandemic with positive emotions.


Author(s):  
Kruhlov K.O. ◽  
Blyskun O.O.

Метою дослідження є визначення особливостей суб’єктивного соціального благополуччя молодих співробітників в організації. Методи: аналізування та узагальнення результатів наукових досліджень; «Опитувальник параметрів суб’єктивного соціального благополуччя» (Т.В. Данильченко); методи математичної обробки даних, зокрема порівняльний аналіз за допомогою критерію кутового перетворення Фішера.Результати. Констатовано, що психологічне благополуччя є умовою, чинником та водночас критерієм успішної адаптації співробітника в організації. Визначено, що стан благополуччя створює сприятливі позитивні міжособистісні відносини, можливість спілкуватися, позитивні емоції, тому переважно йдеться про суб’єктивне соціальне благополуччя. Висновки. Виявлено відмінності у проявах показників суб’єктивного соціального благополуччя між групою молодих працівників, які перебувають у процесі трудової адаптації, та більш досвідченими співробітниками, які мають більший стаж роботи, а саме: за параметрами: соціальна помітність, соціальна дистантність, соціальне схвалення, соціальні переконання (р ≤ 0.05), тобто молоді співробітники вважають недостатньою свою соціальну значущість, соціальний престиж та авторитетність з погляду інших осіб; вони відчувають іноді соціальну ізольованість, відчуженість, незадоволеність соціальними стосунками; працююча молодь в оцінках своїх особистісних та професійних якостей переважно орієнтується на сторонні думки колег, керівництва, водночас має позитивні уявлення про якості, чесноти інших осіб та справедливість та контрольованість світу. Отримані дані є корисними для роботи з адаптації молодих працівників в організації.Ключові слова: суб’єктивне соціальне благополуччя, співробітники організації, працююча молодь, молоді співробітники, трудова адаптація. The aim of the study is to determine the peculiarities of the subjective social well-being of young employees in the organization.Methods: analysis and generalization of scientific research results; “The questionnaire of parameters of subjective social well-being” (T.V. Danylchenko); methods of mathematical data processing, the comparative analysis by means of Fisher’s angular transformation criterion, in particular.Results. It has been stated that psychological well-being is a condition, factor, and, at the same time, a criterion of successful adaptation of an employee in the organization. It has been determined that the state of well-being creates favorable positive interpersonal relationships, a possibility to communicate, get positive emotions, satisfy a person’s need for that; therefore, it is mostly about subjective social well-being.Conclusions. Some differences have been revealed in the manifestations of the indicators of subjective social well-being between a group of young workers in the organization, who are in the process of labor adaptation, and more experienced employees, who have more work experience: social noticeability, social remoteness, social approval, social beliefs (p ≤ 0.05), that is, young employees consider their social significance insufficient, social prestige and authority from the point of view of other people; they sometimes feel social isolation, alienation, dissatisfaction with social relations; working youth, in assessing their personal and professional qualities, is mainly guided by the extraneous opinions of colleagues, directorship, and, at the same time, has positive ideas about qualities, virtues of other people, justice and positiveness of the world. The obtained data are useful for work on the adaptation of young employees in the organization.Key words: subjective social well-being, employees of the organization, working youth, young employees, labor adaptation.


2021 ◽  
Vol 9 ◽  
Author(s):  
Oswaldo Santos Baquero

Amid the urgency to solve countless and severe health problems, asking what is health or who can and must have it may seem like a waste of time. However, some responses can reveal prevailing practices that divert attention from fundamental problems, thus maintaining privileges and deepening health inequities. One Health of Peripheries arises from these questions and takes three interdependent senses. The first refers to attributes determining the well-being and suffering of peripheral multispecies collectives: a state, a process, the realization of capacities. The second problematizes marginalizing apparatuses that define health and who can and should have it. The third encompasses practices in more-than-human social spaces in which, and through which, One Health is experienced, understood, and transformed. The qualification of health as “one” does not refer to the lack of plurality, nor to the simple aggregation of health fragments (human + animal + environmental), but to the complexity of health in a field with peripheral places, ensuing from margins to privilege those who are inside and legitimize the exploitation of those who are outside. The interaction among margins creates degrees and kinds of privilege and vulnerability that materialize epidemiologic profiles while articulating different peripheral strengths and needs supports a collective resistance to break margins. Social determination, a key concept in the (Latin American) collective health movement, underlies such profiles. However, this movement overlooks the more-than-human dimension of social determination; that is to say, One Health of Peripheries is a blind spot of collective health. The cartography of One Health of Peripheries has unique needs regarding participation, research, and inclusive policies for the decolonial promotion of healthy lifestyles.


2018 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Marija Kotevska Dimovska

<p><em>Modern education consider</em><em>s</em><em> </em><em>schools and faculties for institutions whose goals have a broader scope than </em><em>just an </em><em>academic competence. Educational institutions have an obligation to</em><em> completely </em><em>prepare young people for adulthood and improve their optimal functioning and well</em><em> being</em><em>. This paper shows how the application of the positive psychology in the education can help schools and faculties to develop and maintain optim</em><em>al</em><em> functioning of the students and </em><em>the </em><em>employees. Educational institutions should approach</em><em> strategically</em><em> in the creation of positive educational programs that include elements of positive psychology, which positively reflects on the well-being and positive educational climate.</em><em> </em><em>The empirical findings of </em><em>this paper</em><em> confirm the role of positive psychology in education </em><em>for</em><em> improving the subjective dimensions of students: happiness, optimism, self-confidence, social and emotional competence. Students who att</em><em>ended</em><em> educational programs with elements of positive psychology</em><em>,</em><em> have shown higher personal, emotional, social achievements and general well-being, which</em><em> are prerequisites</em><em> for realizing their potential. These findings imply the need to expand the arsenal of education through a positive education that includes the development of positive emotions that promote happiness and well-being.</em><em></em></p>


2012 ◽  
Vol 17 (1) ◽  
pp. 44-54 ◽  
Author(s):  
Guido Alessandri ◽  
Gian Vittorio Caprara ◽  
John Tisak

Literature documents that the judgments people hold about themselves, their life, and their future are important ingredients of their psychological functioning and well-being, and are commonly related to each other. In this paper, results from a large cross-sectional sample (N = 1,331, 48% males) are presented attesting to the hypothesis that evaluations about oneself, one’s life, and one’s future rest on a common mode of viewing experiences named “Positive Orientation.” These results corroborate the utility of the new construct as a critical component of individuals’ well functioning.


2018 ◽  
Vol 39 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Giulia Fuochi ◽  
Chiara A. Veneziani ◽  
Alberto Voci

Abstract. This paper aimed to assess whether differences in the way to conceive happiness, measured by the Orientations to Happiness measure, were associated with specific reactions to negative events. We hypothesized that among orientations to pleasure (portraying hedonism), to meaning (representing a eudaimonic approach to life), and to engagement (derived from the experience of flow), orientation to meaning would have displayed a stronger protective role against recent negative and potentially stressful events. After providing a validation of the Italian version of the Orientations to Happiness measure (Study 1), we performed regression analyses of the three orientations on positive and negative emotions linked to a self-relevant negative event (Study 2), and moderation analyses assessing the interactive effects of orientations to happiness and stressful events on well-being indicators (Study 3). Our findings supported the hypotheses. In Study 2, meaning was associated with positive emotions characterized by a lower activation (contentment and interest) compared to the positive emotions associated with pleasure (amusement, eagerness, and happiness). In Study 3, only meaning buffered the effect of recent potentially stressful events on satisfaction with life and positive affect. Results suggest that orientation to meaning might help individuals to better react to negative events.


2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.


Sign in / Sign up

Export Citation Format

Share Document