Relationship between Turkish Elementary Science Teachers’ Occupational Well-Being and Some Contextual and Demographic Characteristics: A Multivariate Analysis

Yerdelen, Sündüs; Sungur, Semra; Klassen, Robert M.

doi:10.15390/eb.2016.4257

Cited by 15 publications

(24 citation statements)

References 38 publications

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“…Teachers in Spain, however, also inform about role conflict, workload, interpersonal conflict, psychosomatic problems, and burnout. These data go in line with previous literature about the social risks that teachers are exposed to (Zapf et al, 1999;Jennings and Greenberg, 2009;Kaur and Singh, 2014;Yerdelen et al, 2016;Travers, 2017;Makhdoom et al, 2019;Martínez-Monteagudo et al, 2019;McLean et al, 2019b;Schonfeld et al, 2019;Gu et al, 2020). Regarding resources and information available about COVID-19, the impact of COVID-19 on their jobs, as well as measures taken by responsible entities (national and regional government, as well as work center), data from teachers in Spain point to a perception of insufficient resources, information, and measures and to a perception of a moderatehigh impact of COVID-19 on their jobs.…”

Section: Discussionsupporting

confidence: 92%

“…Among them, teachers of preschool and primary and secondary education have had to assume their important role in the best possible way, with limited means and resources and with the uncertainty of the moment and with the enormous responsibility that comes with educating and training children and adolescents, helping them to cope with the crisis and often providing relief as much as possible with homework and how to take school home (Boletín Oficial del Estado, 2020; Faro de Vigo, 2020). Considering that teachers are vulnerable to burnout and job stress (Zapf et al, 1999;Jennings and Greenberg, 2009;Kaur and Singh, 2014;Yerdelen et al, 2016;Travers, 2017;Makhdoom et al, 2019;Martínez-Monteagudo et al, 2019;McLean et al, 2019b;Schonfeld et al, 2019;Gu et al, 2020), and therefore the negative consequences these can have on their health and professional performance (Bergh et al, 2018;Fornell et al, 2018;Junne et al, 2018; European Centre for Disease Prevention and Control, 2020d), it is essential to study how psychosocial risks affect this group at a time of such vulnerability and general demand as the present. The literature on social risks to teachers in a pandemic context is extremely limited; however, it is critical to study the extent to which factors related to teachers' well-being may be affected during a health crisis such as the current one in order to ensure the well-being of teachers and, in turn, the children and adolescents in their care.…”

Section: Discussionmentioning

confidence: 99%

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Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

et al. 2020

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Context: The emergency situation caused by coronavirus disease 2019 (COVID-19) has affected different facets of society. Although much of the attention is focused on the health sector, other sectors such as education have also experienced profound transformations and impacts. This sector is usually highly affected by psychosocial risks, and this could be aggravated during the current health emergency. Psychosocial risks may cause health problems, lack of motivation, and a decrease of effectiveness at work, which in turn affect the quality of teaching. Despite their importance, there are hardly any studies that analyze psychosocial risks of non-university teachers during a health emergency such as that caused by COVID-19. Objectives: The aim of this study was to analyze the perception of COVID-19 and the psychosocial risks of non-university teachers comparing Spain and Mexico during the state of alarm caused by COVID-19. Methods: Data were collected from 421 non-university teachers (80.2% women; 56.3% from Mexico, 43.7% from Spain) aged 24-60 (M = 39.32, SD = 10.21) via a self-completed questionnaire during the pandemic from March to April 2020. Results: Data analysis suggests that inequity is the most important risk, followed by work overload. Teachers appear to be moderately satisfied with the information on COVID-19 and the measures taken, while their satisfaction with the available resources is lower. When comparing the two countries, significant differences can be observed in every risk considered except for social support, with lower levels in Mexican teachers compared to Spanish ones. In the case of the perception of COVID-19 and its impact, the perception in general of levels of information, measures, and resources is better among Mexican teachers than among Spanish ones, who present higher scores of the impact of the health emergency.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

et al. 2020

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“…A positive relationship was however found between teaching experience and occupational well‐being, i.e. job satisfaction and personal success (Yerdelen et al , ). A low level of emotional exhaustion and a high level of personal achievement and satisfaction were experienced by elementary science teachers in Turkey.…”

Section: Resultsmentioning

confidence: 99%

“…The study suggested avoiding negative job factors directly affecting teacher status and satisfaction (Santos, ). The study also suggested further research studies with a large number of participants and variables to generalise the results of science teachers’ occupational well‐being and job satisfaction (Yerdelen et al , ).…”

Section: Recommendations and Solutionsmentioning

confidence: 98%

A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Sahito

Väisänen

2019

Review of Education

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This study explored the factors of job satisfaction and dissatisfaction with the recommendations given by the researchers in seventy recruited research studies, which have been conducted for literature review of teachers' job satisfaction in developing countries. The recruited studies were conducted across 21 countries in Asia and Africa, but the majority of them were in Iran, India, Turkey, Pakistan, China and Malaysia. The main purpose of the study was to explore the various relevant factors and, based on them, give recommendations and solutions for the enhancement of the jobs of teachers who work in educational institutions in developing countries. Included in this study were 61 quantitative, two qualitative, and seven mixed research papers. Conducive working conditions, promotional opportunities, fair remuneration, support from headteachers, colleagues and the community, teacher empowerment, and friendships were found to be the major factors affecting the job satisfaction of teachers. An autocratic management style, mistrust, a non-transparent system, a work-life imbalance, an ineffective teaching/learning environment, and unavailability of resources were found to be the main factors affecting job dissatisfaction.

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“…Similarly, in Delhi, job satisfaction significantly differed between male and female but no difference between institutions [8]. Teachers who graduated from arts and sciences were found to have a higher level of personal accomplishment, and job satisfaction than teachers who graduated from education [9].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Job Satisfaction and Work Performance

Baluyos¹,

Rivera²,

Baluyos³

2019

JSS

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Job satisfaction is a requirement for the work performance of the teacher. This study determined the relationship of teachers' job satisfaction and their work performance in the Division of Misamis Occidental during the school year 2018-2019. One hundred and four (104) school heads and three hundred and thirteen (313) teachers responded to the study. The researcher used the descriptive-correlational research design; and the Teacher Job Satisfaction Survey Questionnaire (TJSQ) and Individual Performance Commitment Review Form (IPCRF) as instruments. Mean, standard deviation, and Multiple Regression Analysis were the statistical tools used. Findings revealed that the teachers were highly satisfied with their job, and their work performance was very satisfactory. The satisfaction of teachers on school heads' supervision and job security inversely affect the teachers' work performance. Schools have to be provided with the faculty lounge so teachers can talk freely on their well-being. Human Resource Department officers have to include in their teacher retention strategies the teachers' welfare packages. Future researchers have to look into other factors that might predict the teachers' work performance.

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Relationship between Turkish Elementary Science Teachers’ Occupational Well-Being and Some Contextual and Demographic Characteristics: A Multivariate Analysis

Cited by 15 publications

References 38 publications

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic

A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Teachers’ Job Satisfaction and Work Performance

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