JOB SATISFACTION AMONG FEMALE TEACHERS OF PROFESSIONAL INSTITUTES OF NAVI MUMBAI

This study investigated the factors behind job satisfaction among women teachers of professional institutes of Navi Mumbai. The researcher chose professional institutes because these are the centres of higher education where expectations from teachers are the highest and where their work performance is under constant review. The researcher decided to make women teachers as the subject of her study because they form the backbone of the profession and have high career aspirations. The major findings of the study showed that there is no significant difference in the job satisfaction dimensions of women teachers of professional institutes of Navi Mumbai with respect to age and years of experience.

Krupskaya nos arquivos do National Union of Women Teachers

Este artigo tem o objetivo de apresentar ao público brasileiro o texto inédito de N. Krupskaya A word on class Education, que encontramos no Institute of Education da University College London (UCL) em março de 2019. Essa descoberta ocorreu durante uma pesquisa que realizávamos sobre a educação soviética em três arquivos específicos: Brian Simon Collection; Soviet Education (1959-1991) e Acervo do NUWT. Ao fazermos o levantamento de fontes primárias, descobrimos no arquivo do NUWT o texto escrito pela educadora russa em 1926. Sendo assim, neste artigo recompusemos as circunstâncias históricas que explicam a sua guarda pelo arquivo do NUWT; em seguida, tratamos da educação soviética na década de 1920 e, finalmente, analisamos o conteúdo do texto de Krupskaya, o qual traduzimos do inglês para o português e o apresentamos na íntegra como anexo para que possa ser consultado por outros pesquisadores.

JOB SATISFACTION AND STRESS AMONG FEMALE TEACHERS OF PROFESSIONAL INSTITUTES OF NAVI MUMBAI

This study investigated the Correlation between Job Satisfaction and Stress of women teachers of professional institutes in Navi Mumbai with respect to ten dimensions of Job Satisfaction Scale and ten dimensions of Stress Scale. Study comprised purposely selected 280 teachers of professional institutes in Navi Mumbai for Job Satisfaction –Teachers Job Satisfaction Questionnaire (TJSQ-NAA) by Nasrin and A Annes (2014) was used to assess, analyse and compare Job Satisfaction among women teachers of professional institutes of Navi Mumbai with respect to Job Satisfaction Dimensions. For stress, a self-prepared tool by the researcher was used based on the components of Stress. The reliability index ascertained by Cronbach’s alpha –coefficient of stress scale was 0.7 to 0.9.The analysis of results makes it clear that the correlation between job satisfaction and stress dimensions is negative and significant at .05 level in case of many dimensions. This strengthens the opinion that higher the stress, lower would be the job satisfaction.

MENTAL HEALTH AND OCCUPATIONAL STRESS OF WOMEN TEACHERS AT SECONDARY LEVEL

Every woman stuck in a vicious cycle of stress and depression forever trying to balance an ever growing burden of professional responsibilities and personal commitment. Mental health reported as an important factor influencing individual behavior. So the present study is carried out on mental health and occupational stress of women teachers at secondary level. The researcher used the descriptive survey method. One hundred secondary schools from Keonjhar district of Odisha were selected through simple random sampling technique. From the hundred schools, a sample of 100 women teachers was selected randomly where 60 women teachers were married and 40 were unmarried. Standardized tools i.e. Employee’s Mental Health Inventory (EMHI) prepared by Dr. Jagadish (Agra) and Teachers Occupational Stress Scale (TOSS) prepared by Dr. Meenakshi Sharma and Dr. Satvinderpal kaur on occupational stress were used. The collected data were analyzed through t-test, product moment® and QD. From the above study it was found that there is significance of difference in mental health between married and unmarried women teachers at secondary level.

THE ROLE OF JOB SATISFACTION MEDIATING WORK FAMILY-CONFLICT AND WORK STRESS ON THE PERFORMANCE OF WOMEN TEACHERS OF VOCATIONAL MIDDLE SCHOOL (SMK) MAGELANG WHEN PJJ (distance learning) is taking place IN THE TIME OF THE COVID-19 PANDEMIC

Penelitian ini bertujuan untuk menganalisis peran kepuasan kerja memediasi work-family conflict dan stres kerja terhadap kinerja guru wanita sekolah menengah kejuruan (SMK) Magelang saat PJJ (Pembelajaran Jarak Jauh) berlangsung di masa pandemi covid-19. Penelitian ini menggunkan metode penelitian survei.Teknik yang digunakan dalam pengambilan data pada penelitian ini adalah menggunakan metode Purposive Sampling dengan alat bantu angket atau kuesioner yang berisi empat variabel yaitu work-family conflict (X1), stres kerja (X2), kinerja guru (Y), dan kepuasan kerja (Z). Uji yang digunakan adalah uji instrumen, uji analisis regresi linear berganda, koefisien determinan R2, uji signifikan, uji mediasi/intervening dengan menggunkan SPSS 22. Hasil penelitian menunjukkan bahwa work-family conflict dan stres kerja berpengaruh terhadap kinerja guru dan pengaruh tersebut dimediasi oleh kepuasan kerja. Kata kunci: work-family conflict, stres kerja, kepuasan kerja, kinerja

Occupational Stress of Women Teachers in Relation to Certain Demographic Variables

Job stress has become an important issue. It is regarded as one of the important occu- pational risks in the modern age. The objective of the present study was to find out the difference in occupational stress of women teachers concerning certain demographic variables. The study was conducted on 500 women teachers teaching in government and self-financed schools and colleges from five districts of Punjab. A multistage random sampling technique was employed. The results revealed that women teachers in government schools and urban areas and women teachers above 35 years of age have higher occupational stress. Based on the findings, it is recommended that workshops on Yoga and meditation camps for teachers be organised to reduce the level of occupational stress.

The everyday traumas of neoliberalism in women teachers’ bodies: Lived experiences of the teacher who is never good enough

A teacher’s ability to feel successful – some might even say good – in today’s education system relies on a particular conception of academic success. We argue neoliberalism, as it operates in education, is a normalized trauma enfolded in the individual and collective bodies of women teachers producing overwhelming feelings of never being good enough while also not feeling entitled to do what is right – in the moment – for the children they teach. But this is not new; women have historically been positioned as others through whom educational directives should flow without question. Using the lived experience of the first author, teaching in the south-eastern United States, we describe some of the tolls neoliberalism has on the physical and emotional well-being of the woman teacher body in the search of being good enough. We argue it is time for teacher education to become a feminist project where women have access to the intellectual and analytical tools to make sense of what is being done to them and to give testimony and be a critical witness of these everyday traumas that are being inflicted upon them, their students and others collectively in schools.