Occupational wellbeing in a school community—Staff's and occupational health nurses’ evaluations

Saaranen, Terhi; Tossavainen, Kerttu; Turunen, Hannele; Vertio, Harri

doi:10.1016/j.tate.2006.03.009

Cited by 15 publications

(37 citation statements)

References 30 publications

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“…The Well-being at your work index questionnaire was developed and tested in earlier studies [1,25]. Apart from the original Finnish version, it has been translated and tested in English and Estonian.…”

Section: Questionnaire and Datamentioning

confidence: 99%

“…The health and well-being of teachers and other school staff members can be harmed by excessive workloads caused by, for example, inordinate demands made on a person's time and work resources [1][2][3][4]. However, it can also be seen that attributes such as an interesting job, good occupational health and good working conditions all contribute towards an environment where individuals can confront and manage stressful situations within schools.…”

Section: Introductionmentioning

confidence: 99%

“…A requirement for the participants was that the schools should be comprehensive schools (including pre-schools; children aged 6, and grades 1-9; children aged 7-16) or upper secondary schools (grades 1-3; youths mostly aged [17][18][19]. Research on occupational well-being has been previously conducted in some Finnish schools [1,4,22,24], but it is a fairly new concept in Estonian schools. Additionally, cooperation in the project was easy to conduct geographically as Finland and Estonia are neighboring countries.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

School Staffs' Experiences of Work and Working Conditions in Finnish and Estonian Schools

Saaranen¹,

Pertel²,

Kalle³

et al. 2012

TOPHJ

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This paper describes the basic results of a survey into the occupational well-being of school staff related to various aspects of the 'worker and work' and working conditions, and to outline development requirements of school communities across Finland and Estonia. The baseline survey data were collected between 2009 and 2010 using the webbased Well-being at your work index questionnaire and analysed statistically. Using participatory action research, the project runs from 2009 until 2013 within the SHE (Schools for Health in Europe) network in Finland and Estonia. According to the results, approximately 40 % of Finnish and 20 % of Estonian participants were unhappy with the mental workload of their work. 67 % of Finnish and 50 % of Estonian participants felt unable to complete work at their workplace within working hours. In addition results showed the need for enhancement of working conditions in Finnish schools, e.g. providing air conditioning, and that Estonian school staff view their occupational well-being more positively than the Finns. The results apply to Finnish and Estonian school communities but could also be applied on a broader scale when developing international intervention research and development projects. This paper contains research-based information on the occupational well-being of school staff for use by school management and staff, and healthcare professionals.

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Section: Questionnaire and Datamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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School Staffs' Experiences of Work and Working Conditions in Finnish and Estonian Schools

Saaranen¹,

Pertel²,

Kalle³

et al. 2012

TOPHJ

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“…Putnam's definition (1993) is based more on communal properties in which the term of social capital approaches the community and partnership that improves the operation of communities [26]. Thus, social capital is based, for example, on the solidarity and partnership which will be created in interaction networks when certain conditions (trust, open communication, interaction, participation and learning) dominate between people in the school communities [27]. In general this means that only partnership that is based on trust, open communication and continued interaction and participation and learning can expand social capital in the school community and within different levels with other partners, such as other schools and experts in different fields.…”

Section: Partnership and The Social Support Network As The Resourcesmentioning

confidence: 99%

“…1; Resources). Earlier studies show that the role of the headmaster and teacher [27,30] and the school nurse [31][32][33] are importance, so that actions which promote health are possible in school communities. However, in the light of earlier studies, there are several obstacles in the background of the partnership between school and home.…”

Section: Partnership and The Social Support Network As The Resourcesmentioning

confidence: 99%

Partnership and Social Capital as the Resources for Pupils` Health and Well-Being in School Communities - A Follow-Up Study in Finland~!2009-08-19~!2010-02-18~!2010-07-08~!

Turunen¹,

Saaranen²,

Tossavainen³

2010

TOEDUJ

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Abstract:The aim of this study was to investigate comprehensive (classes 1-9) school teachers' views of the functionality of the social support networks in promoting pupils' health and well-being in school communities. This study belongs to the European Network of Health Promoting Schools programme (ENHPS) evaluation project in Finland. In this study partnership and the social support networks between home and school, school nurse and school community and school community and various other networks are a part of social capital that promote pupils' health and well-being. The survey data were collected from teachers (N = 22) by the means of web-based questionnaires in the spring terms in a four-year follow-up design. The teachers felt that the social support network and partnership between school and parents and school nurses was significant in promoting the health and well-being of pupils. However, parents and school nurses didn't always have opportunities to participate in the planning and evaluation of teaching and health promotion work in the schools. In the future, partnership will represent a potential way in which schools might build additional capacities and support for promoting pupils' health and well-being. Furthermore, social capital is not separate from other capital structures, such as cultural and economic capital, which are all needed.

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Occupational well‐being of the work community in social and health care education during the COVID‐19 pandemic—A cross‐sectional study

et al. 2023

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Aim To evaluate factors related to the occupational well‐being of social and health care educators' work communities during the COVID‐19 pandemic. Design A cross‐sectional study was conducted among social and health care educators in Finland 2020. Methods Data ( n = 552) were collected through a questionnaire containing continuous, Likert scale and categorical variables. Descriptive, exploratory factor analysis and multiple regression modelling were used for analysing the data. Results Educators regarded their work as meaningful and experienced collegiality. Age and work experience were related to experiences on work community subscales and community occupational well‐being. Personal occupational well‐being and activities promoting occupational well‐being on the community level were most related to experiences of the work community and its well‐being. The activities that promote occupational well‐being on the work community level should be emphasized.

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Occupational wellbeing in a school community—Staff's and occupational health nurses’ evaluations

Cited by 15 publications

References 30 publications

School Staffs' Experiences of Work and Working Conditions in Finnish and Estonian Schools

School Staffs' Experiences of Work and Working Conditions in Finnish and Estonian Schools

Partnership and Social Capital as the Resources for Pupils` Health and Well-Being in School Communities - A Follow-Up Study in Finland~!2009-08-19~!2010-02-18~!2010-07-08~!

Occupational well‐being of the work community in social and health care education during the COVID‐19 pandemic—A cross‐sectional study

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