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Kubiat M. Ineme 《Journal of Higher Education Policy & Management》2016,38(6):664-675
The Nigerian tertiary educational system has been ravaged by incessant strike action, which appears to defy all attempts to find solutions. This paper reports on a study that examines the impact of job satisfaction and burnout on attitudes towards strike actions among employees of a Nigerian university. A total of 576 employees participated in the study, 263 men and 313 women, with a mean age of 38.49 years. The Attitude to Strike Scale, Minnesota Satisfaction Questionnaire-Short Form, and Teacher’s Burnout Scale were used to collect data. Findings showed that employees with low job satisfaction and high burnout reported significantly a more positive attitude towards strike action than those with higher job satisfaction and lower burnout. It was suggested that governments and administrators of Nigerian tertiary institutions should device strategies to improve workers’ job satisfaction and reduce burnout as ways of reducing the workers’ likelihood to embark on strike actions. 相似文献
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Marc A. Brackett Raquel Palomera Justyna Mojsa‐Kaja Maria Regina Reyes Peter Salovey 《Psychology in the schools》2010,47(4):406-417
The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion‐regulation ability (ERA), as assessed by the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary‐school teachers (N = 123). It also examined the mediating effects of affect and principal support on these outcomes. ERA was associated positively with positive affect, principal support, job satisfaction, and one component of burnout, personal accomplishment. Two path models demonstrated that both positive affect and principal support mediated independently the associations between ERA and both personal accomplishment and job satisfaction. © 2010 Wiley Periodicals, Inc. 相似文献
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Hakan Sari 《Educational studies》2004,30(3):291-306
This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others. 相似文献
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To support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed. 相似文献
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Eunkyung Kim 《Educational gerontology》2013,39(10):662-671
ABSTRACTThis qualitative study explored the experiences of social workers in elderly long-term care facilities in Korea during their end-of-life (EOL) care. The study utilized in-depth, face-to-face interviews with 15 social workers in elderly care facilities located in three metropolitan areas in South Korea. The themes of the EOL experiences were (a) the tough and tiring life of primary caretakers; (b) elders’ resentment toward and longing for their adult children; (c) inefficient filial piety care; (d) supporting family caretakers; and (e) feelings of grief and exhaustion. Social workers lack any protocol and educational guidelines for EOL care. This study suggests that educational efforts should be made to equip social workers to deal with EOL care. It also suggests that healing programs and/or self-support should be provided for social workers’ grief and exhaustion. 相似文献
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Caterina Fiorilli Ottavia Albanese Piera Gabola Alessandro Pepe 《Scandinavian Journal of Educational Research》2017,61(2):127-138
This study explored the relationships among teachers’ emotional competence, burnout as a mediator, and social support. Teachers’ emotional competence was assessed via measures of emotional intensity and emotional regulation. Social support was evaluated in terms of external versus internal support, and teacher dissatisfaction with support received. Participants were 149 Italian primary school teachers. Data were analysed using structural equation modelling. The findings suggested that teacher burnout partially mediated the relationship between emotional intensity and satisfaction with social support received. Overall, the results showed that teachers were at risk of highly intense unpleasant emotions in relation to their burnout syndrome. Moreover, teachers’ satisfaction/dissatisfaction with social support received was predicted by burnout symptoms. These results extend the findings of earlier studies, and provide indications as to how to help teachers experiencing burnout. 相似文献
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Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff. 相似文献
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Teacher job satisfaction is a heated topic worldwide. Among the possible factors influencing teacher job satisfaction, distributed leadership is very important one. Given very few studies have investigated the effects of distributed leadership on teacher job satisfaction through teacher autonomy and teacher collaboration, this paper is important. It is expected to provide international readers with a better understanding of how these variables are practised in the Chinese context. Specifically, we aim to achieve two goals. The first goal is to investigate the direct impact of distributed leadership on teacher job satisfaction and the second one is to explore how distributed leadership indirectly affects teacher job satisfaction through teacher autonomy and teacher collaboration. The data are from the 2018 Teaching and Learning International Survey (TALIS) (n = 3976). Structural equation modeling revealed statistically significant positive effects of distributed leadership on teacher autonomy, teacher collaboration, and teacher job satisfaction, respectively. The further analyses indicated that the indirect effects of distributed leadership on teacher job satisfaction through teacher autonomy and professional collaboration were statistically significant. However, distributed leadership had no indirect effect on job satisfaction via exchange and co-ordination. Based on the findings, we propose some suggestions to improve teacher job satisfaction, such as strengthening communications between school leaders and teachers, and providing adequate autonomy to teachers. The detailed relationships among these variables are discussed in connection with Chinese educational context. 相似文献
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Academics job satisfaction and job stress across countries in the changing academic environments 总被引：1，自引：0，他引：1
This study examined job satisfaction and job stress across 19 higher education systems. We classified the 19 countries according to their job satisfaction and job stress and applied regression analysis to test whether new public management has impacts on either or both job satisfaction and job stress. According to this study, strong market driven countries are in the high stress group and European countries are in the high satisfaction group. The classification implies that market oriented managerial reforms are the main source of academic stress while the high social reputation of academics in their society and academic autonomy are the source of job satisfaction. Our regression analysis also shows that the new public management which is measured by the performance-based management in this study is the main source of academic job stress. In addition, this study highlighted the higher education systems that are classified as the high satisfaction and high stress group. These countries represent the conflicting nature of current academic society—on the one hand they are satisfied, but on the other they are highly stressful. 相似文献
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袁贵勇 《新乡师范高等专科学校学报》2008,22(6)
目的:探讨中学教师工作压力、社会支持、应对方式与职业倦怠的关系。方法:运用工作压力问卷、社会支持问卷、应对方式问卷和教师职业倦怠问卷(MBI)对362名中学教师进行调查。结果:1.中学教师职业倦怠现象不严重,成就感较高,女教师情感枯竭水平高于男教师,差异极其显著(p<0.01);2.中学教师的工作压力、社会支持、应对方式和职业倦怠有显著的相关;3.工作压力、社会支持、应对方式与职业倦怠3个维度间存在显著的线性关系(p<0.01)。结论:中学教师职业倦怠现象并不严重,成就感较高,女教师情感枯竭水平较高;工作压力、社会支持、应对方式对职业倦怠有很好的预测作用。 相似文献
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Chinese higher education is undergoing fundamental changes to meet the demand of producing high quantity and quality college students. These changes have significantly impacted the work lives of Chinese faculty members. This study investigated Chinese young faculty's job perceptions using four variables: intrinsic motivation, job burnout, job satisfaction, and turnover. The findings revealed that surveyed faculties had high intrinsic motivation, relatively high professional efficacy, and low turnover. However, they showed job burnout as indicated by emotional exhaustion and they demonstrated moderate intrinsic satisfaction and low extrinsic satisfaction. The study proposed that a healthy academic environment is needed for sustainable scholarship development. 相似文献
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导游是给游客旅游过程提供讲解和生活服务的助人行业从业者,研究显示导游存在明显的职业倦怠现象。人口统计学变量对职业倦怠各维度的影响结果不一致。工作应激、人格、社会支持能够预测职业倦怠。职业倦怠能够预测导游的工作满意度、心理健康、工作绩效和离职倾向。未来将从整合的角度,探讨付出回报、工作需求一资源、工作投入与职业倦怠的关系。 相似文献
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Predicting faculty job satisfaction in university departments 总被引：1，自引：0，他引：1
Dr. Yoram Neumann 《Research in higher education》1978,9(3):261-275
This study attempts to examine the relationships between several dimensions of organizational climate and faculty job satisfaction in university departments which offer Ph.D. degrees. The three dimensions of organizational climate examined are: power perception, the perceived organizational goals, and the assessment of rewards. The major findings of the study are:(1) Nonresearch perceived organizational goals are by and large weakly related to job satisfaction in both the physical and social sciences. (2) Power perception is a strong determinant of job satisfaction in the social sciences and considerably less dominant in the physical sciences. (3) The assessment of rewards is the strongest predictor of faculty job satisfaction in both the physical and social sciences. The major conclusion of the study is that the organizational climate is one of the keys to understanding faculty job satisfaction. The policy implications of these findings are discussed. 相似文献
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This study aimed to find out the correlations between in-service teachers’ emotional, burnout and job satisfaction in Turkey. To this end, the Teacher Emotion Inventory (TEI), Job Satisfaction Questionnaire and Maslach Burnout Inventory were administered to 564 in-service teachers in a wide range of disciplines. According to confirmatory factor analysis, the five-factor model of TEI was successfully confirmed within the current study. In addition, joy and love dimensions exhibited positive correlations with job satisfaction. The love and fear dimensions significantly predicted job satisfaction with a medium effect. Love, sadness, and fear dimensions significantly predicted teachers’ burnout with a medium effect. 相似文献
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中学教师职业倦怠与工作压力、社会支持的关系研究 总被引：1，自引：0，他引：1
本研究在已有研究的基础上,调查了中学教师的职业倦怠状况,旨在探讨中学教师的职业倦怠与工作压力和社会支持的关系。结果发现：中学教师的职业倦怠与工作压力和社会支持之间存在显著的相关关系;教师的工作压力和社会支持分别对职业倦怠具有显著的预测作用。 相似文献
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《International Journal of Educational Development》1995,15(2):141-153
This study examines the relationship between job satisfaction and organizational climate in the elementary schools of the Bedouin Arab community in southern Israel. The school represents a relatively new organization, of Western origin, in this very traditional Arab community, which is now a part of the modern, western-oriented state of Israel. The job satisfaction questionnaire used in this study was based upon Wanous and Lawler's [Wanous, J. P. and Lawler, E. E. III (1972) Measurement and meaning of job satisfaction. Journal of Applied Psychology 56, 95–105] questionnaire, and the organizational climate questionnaire was based upon Horowitz and Zak's [Horowitz, T. and Zak, I. (1979) Recruiting Patterns, Attrition and Persistence in Teaching. The Szold Institute, Publication No. 585, Jerusalem, Israel (in Hebrew)] questionnaire. All Negev Bedouin elementary schools were included in the study. Based on the factor analysis, two job satisfaction factors and five organizational climate factors emerged. The results revealed teachers' satisfaction with work itself as the dominant job satisfaction factor, and principal leadership as the dominant organizational climate factor. The findings of the multiple regression further revealed that: (1) the organizational climate factors of principal leadership and autonomy on the job were significantly related to teachers' satisfaction with work itself; and (2) the interaction between principal leadership and teachers' intimacy was significantly related to both job satisfaction factors (work itself and social needs). 相似文献
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This study examined relations between teachers' perception of the school context, teacher burnout, and teacher job satisfaction. Participants were 563 Norwegian teachers in elementary school and middle school. Four aspects of teachers' perception of the school context (supervisory support, time pressure, relations to parents, and autonomy) and three dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were measured. The data were analyzed by means of structural equation modelling using the AMOS 5 program. Teachers' job satisfaction was directly related to two of the dimensions of burnout (emotional exhaustion and reduced personal accomplishment) and indirectly related to all aspects of the school context, through emotional exhaustion and reduced personal accomplishment. The three dimensions of burnout were differently related to the school context variables. Emotional exhaustion was most strongly related to time pressure whereas depersonalization and reduced personal accomplishment were most strongly related to teachers' relations with parents. Implications for both research and educational practices are discussed. 相似文献
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《Early childhood research quarterly》1997,12(2):145-167
Job turnover among a sample of 169 child care workers from rural and semi-rural parts of Pennsylvania was examined in relation to demographic, work related and nonwork related factors. Findings indicate that the perceived choice of other jobs and job tenure both have an impact on intention to leave, as well as on actual 12 month turnover. Turnover in this study was unrelated to a survey measure of job satisfaction as well as to wages; however, job satisfaction was frequently cited in open ended responses as a reason for staying on the job. Participants' open ended responses suggest that the dynamics of staff turnover in child care are complex and that motivations for staying on the job may be both similar to and different than motivations for leaving. Possible reasons for failure to replicate previous research on child care staff turnover are explored as are implications for policy and practice. 相似文献
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Twenty-one dual-earner families whose preschool-aged children entered day care before 6 months of age and 19 dual-earner families whose preschool-aged children entered day care during the second year of life filled out questionnaires on the nature of their children's caregiving environment; their perceptions of the effects of day care on parent-child interaction and children's development; their overall job satisfaction; social support networks; and personal well-being, marital stress, and companionship. Mothers and fathers reported high levels of satisfaction with the caregiving environment and the effects of day care. Parental perceptions of the effects of day care on parent-child interaction and children's development did not differ as a function of time of entry into day care. Parental perceptions of selected parent-child variables were associated with job satisfaction, social support, and the marital measures. Parental perceptions of parent-child interaction were related to their perceptions of the effects of day care on children's social and cognitive skills. Mothers and fathers differed in these perceptions. There was some support for a conceptual link between marital variables and children's functioning in day care. 相似文献