School Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being

Abstract

School attachment, Peer victimization, Homeroom teacher, Well-being, Job satisfaction,

Teacher Wellbeing in Neoliberal Contexts: A Review of the Literature

“…Individual factors relate to cognitive and affective domains (Pillay, Goddard, & Wilss, 2005), including the need for autonomy and a sense of competence (Pillay, Goddard, & Wilss, 2005;Soini, Pyhältö & Pietarinen, 2010), positive attitude, pedagogic practice and a healthy work-life balance (Kilgallon, Mahoney & Lock, 2008), the capacity for emotional intelligence (Kilgallon, Maloney & Lock, 2008;Van Petegem, Aelterman, Rosseel & Creemers, 2006;Vesely, Saklofske & Nordstokke, 2014) and emotions of happiness and satisfaction (Sturmfels, 2006). Relational factors affecting wellbeing, including the quality of staff and student interactions and professional working relationships, are identified as essential in many studies (e.g Brown & Roloff, 2011;Hastings & Bham, 2003;Konu, Viitanen, & Lintonen, 2010;McCallum & Price, 2010;Ross, Romer & Horner, 2012;Spilt, Koomen & Thijs, 2011;Van Petegem, Aelterman, Rosseel & Creemers, 2006;Van Petegem, Creemers, Rossel & Aelterman, 2005;Wei & Chen, 2010) and are premised on the understanding that connectedness and belonging in the workplace are central to maintaining wellbeing (Soini, Pyhältö & Pietarinen, 2010). External factors, such as policy initiatives, work intensification and school culture further work to mediate the possibilities for managing emotions, establishing autonomy, developing self-efficacy and establishing positive working relationships that contribute to a working climate that values each individual's wellbeing (Doecke, Kostogriz & Illesca, 2010).…”

“…These included the role of school leadership (Brown & Roloff, 2011;Konu, Viitanen & Lintonen, 2010), student-teacher relationships including student (mis)behavior (Hastings & Bham, 2003;Ross, Romer & Horner, 2012;Spilt, Koomen & Thijs, 2011), teacher wellbeing as a contributor to students' wellbeing or attachment to school (Van Petegem, Aelterman, Rosseel & Creemers, 2006;Wei & Chen, 2010), coping processes (Lambert, McCarthy, O'Donnell & Wang, 2009;Parker, Martin, Colmar & Liem, 2012;Parker & Martin, 2009), interpersonal behavior styles (Van Petegem, Creemers, Rossel & Aelterman, 2005), measures of wellbeing that include occupational motivation and satisfaction as opposed to simply focusing on 'stress' (Scott & Dinham, 2003), relationships between burnout and competence (Pillay, Godddard & Wilss, 2005), power quality in the classroom environment (Havas & Olstad, 2008), students' performance (Briner & Dewberry, 2007) and the influence of a second degree on burnout levels (Goddard & O'Brien, 2004).…”

“…While these at first seem eclectic, it is worth noting that out of these sixteen studies, eight take an approach that explicitly foregrounds social relationships within the school context as a key contributing element to teacher wellness, whether focused on relationships between teachers and administrative leaders (Brown & Roloff, 2011;Konu, Viitanen & Lintonen, 2010) or teachers and students (Hastings & Bham, 2003;Ross, Romer & Horner, 2012;Spilt, Koomen & Thijs, 2011;Van Petegem, Aelterman, Rosseel & Creemers, 2007;Van Petegem, Creemers, Rossel & Aelterman, 2005;Wei & Chen, 2010). These studies are underpinned by an understanding of wellbeing as socially influenced.…”

Okul Tükenmişliği: Okula Bağlanma, Sosyal Destek ve Öz Yeterliliğin Yordayıcı Rolü

“…Özellikle ergenlik döneminde akran ilişkisi birçok ilişkinin önüne geçmektedir. Arkadaş desteğinin olup olmaması öğrencinin gelişimi ve iyilik hali ile doğrudan ilişkilidir (Wei ve Chen, 2010). Akran desteği, arkadaş ilişkileri, olumlu sınıf iklimi okula bağlanma ve okuldan alınan doyum arasında anlamlı ilişkiler bulunmaktadır (Verkuyten ve Thijs, 2002).…”

“…Akranları tarafından rahatsız edilen öğrencilerin okul performansları düşmektedir ve bu öğrenciler uyum sorunu yaşamaktadır (Juvonen, Nishina ve Graham, 2000). Akran şiddeti ile okula bağlanma ve akademik başarı arasında anlamlı ilişki bulunmaktadır (Eisengberg ve diğerleri, 2003;Wei ve Chen, 2010).…”