Coordinating work in Swedish schools

Jacobsson, Christian; Pousette, Anders

doi:10.1108/09578230110386278

Cited by 5 publications

(3 citation statements)

References 20 publications

(22 reference statements)

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“…There were significant correlations with all four scales of the GDQ and the effect sizes were medium strong to strong [39]. The correlation of 0.38 between scale 2 and emotional exhaustion implies that the greater the conflict dynamics in teacher teams, the greater the extent of emotional exhaustion among teachers thereby confirming the link between team work quality and emotional exhaustion/stress from previous findings [6,14]. Compared to the earlier study with the same research design [10], the effect sizes were generally smaller with regard to emotional exhaustion in manufacturing industry.…”

Section: Discussionsupporting

confidence: 75%

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Teacher Team Effectiveness and Teachers Well-being

Jacobsson

Åkerlund²,

Graci³

et al. 2016

Clin Exp Psychol

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The purpose of the present study was to examine the relationship between how teachers rate the effectiveness of their 'teacher-teams' as well as the experience of their own well-being. Team effectiveness was measured using the Group Development Questionnaire and well-being was assessed through responses on scales derived for estimating emotional exhaustion and work satisfaction. Data were collected from 521 Swedish teachers and preschool teachers belonging to 105 teacher-teams, the response rate was 100%. The results indicate a strong relationship between the effectiveness of the teacher-teams and teachers' well-being, both with regard to levels of emotional exhaustion and work satisfaction. More effective teamwork was associated with lower levels of emotional exhaustion and higher levels of work satisfaction. The practical implications of these observations are discussed with regard to future research.

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Section: Discussionsupporting

confidence: 75%

“…Teaching is generally considered a stressful occupation [5,6]. For instance, according to the national social insurance agency in Sweden [7] teachers have a high relative risk for sleeping disorders and also sick-absenteeism due to psychiatric diagnoses such as burnout.…”

Section: Introductionmentioning

confidence: 99%

Teacher Team Effectiveness and Teachers Well-being

Jacobsson

Åkerlund²,

Graci³

et al. 2016

Clin Exp Psychol

Self Cite

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“…However, when mechanistic and organic job structuring were considered together in the structural equation, contrary to prediction, organic job structuring did not reduce role stress. This finding was unexpected as, for example, Jacobsson and Pousette (2001) suggested in Swedish schools, directives aimed at reducing teacher discretion may be perceived as incongruent with the work of professionals. 'Autonomy .…”

Section: Group As a Wholementioning

confidence: 91%

Role stress revisited

Conley¹,

You²

2013

Educational Management Administration & Leadership

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A previous study examined role stress in relation to work outcomes; in this study, we added job structuring antecedents to a model of role stress and examined the moderating effects of locus of control. Structural equation modeling was used to assess the plausibility of our conceptual model, which specified hypothesized linkages among teachers' perceptions of (a) mechanistic/organic job structuring, (b) role ambiguity, role conflict, and role overload, and (c) commitment, satisfaction, and intentions to leave the school. Respondents to survey questions designed to capture the above constructs included 177 teachers in seven moderately sized comprehensive high schools in Southern California. Results indicated that predicted patterns of relationships were partially moderated by locus of control. The study suggests ways to reduce role stress and enhance the work outcomes of teachers through identifying an appropriate job structure.

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Preference awareness education as stress management training for academic staff

Stefansdottir¹,

Sutherland²

2005

Stress and Health

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This paper describes a response directed stress management intervention (SMI) in the form of a Jungian based preference awareness education (PAE). It uses the Insights System of personality types to increase awareness of behaviour and communication preferences of self and different others. Eighteen self‐recruited academic employees participated for 7 weeks and received feedback about work preferences and personality type. The aim was to reduce perceptions of stress and interpersonal stress and to increase feelings of job satisfaction and interpersonal satisfaction. The data were analysed using two‐tailed t‐tests. No significant findings were observed for the total sample after training, however, interesting results were found for certain sub‐sample groups. Extravert‐thinking types, reported decreased stress levels (p > 0.018), and participants suffering high stress/interpersonal stress pre‐PAE, reported decreased stress levels (p > 0.010–0.018). Participants suffering low job/interpersonal satisfaction pre‐PAE, reported increased job satisfaction (p > 0.015–0.016). These results suggest that individuals who report high levels of stress and dissatisfaction are most likely to benefit from this type of intervention. Future PAE research might: (a) use pilot studies to meet the intervention preferences of employees that are reluctant to participate in SMIs; (b) include a wait‐list control group; use: (c) a follow up education/measures; (d) and organizational level (stressor directed) SMIs at the same time as response directed initiatives. Copyright © 2005 John Wiley & Sons, Ltd.

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Coordinating work in Swedish schools

Cited by 5 publications

References 20 publications

Teacher Team Effectiveness and Teachers Well-being

Teacher Team Effectiveness and Teachers Well-being

Role stress revisited

Preference awareness education as stress management training for academic staff

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