Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.; Martin, Andrew J.

doi:10.1016/j.learninstruc.2015.06.002

Cited by 76 publications

(99 citation statements)

References 34 publications

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“…The inverse relationship between occupational stress and job satisfaction has been strongly linked in the literature, in particular in studies of medical and educational staff (Ahsan et al, 2009;Bennett et al, 2005;Cheng et al, 2015;Collie et al, 2015;Leiter et al, 2009;Visser et al, 2003). However, it would appear that similar investigations on translators and interpreters are extremely limited.…”

Section: Previous Researchmentioning

confidence: 99%

Translators' experiences of occupational stress and job satisfaction

Courtney

Phelan

2019

Trans-Int

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While empirical evidence suggests that interpreters experience high levels of both occupational stress and job satisfaction, there has been little research on the experience of translators. Using a quantitative questionnaire consisting of seven questions, this participant-based study measures the self-perceived occupational stress and job satisfaction levels of 474 translators who are members of the Chartered Institute of Linguists (UK) or the Irish Translators' and Interpreters' Association. Respondents experience stress due to factors such as perceived unfair treatment from agencies, poor remuneration and uncertainty about the future. However, as with interpreters, despite these negatives, respondents generally exhibit high to extremely high job satisfaction.

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Section: Previous Researchmentioning

confidence: 99%

Translators' experiences of occupational stress and job satisfaction

Courtney

Phelan

2019

Trans-Int

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“…A small, but growing body of research has conducted personcentered examinations of teachers' experiences at work (e.g., Klusmann et al, 2008;Watt and Richardson, 2008;Simbula et al, 2012;Collie et al, 2015;Morin et al, 2015Collie and Martin, 2017;Meyer et al, 2019;Perera et al, 2019). However, researchers have yet to consider job demands, job resources, and personal resources simultaneously.…”

Section: Introductionmentioning

confidence: 99%

A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

et al. 2020

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Teachers' healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers' experiences of two job demands (barriers to professional development and disruptive student behavior), two job resources (teacher collaboration and input in decision-making), and one personal resource (self-efficacy for teaching). Using data from the Teaching and Learning International Survey (TALIS) 2013, the study involved 6,411 teachers from 369 schools in Australia and 2,400 teachers from 154 schools in England. In phase one, latent profile analysis revealed five teacher profiles that were similar across the two countries: the Low-Demand-Flourisher (12%), Mixed-Demand-Flourisher (17%), Job-Resourced-Average (34%), Balanced-Average (15%), and Struggler (21%). The profiles were differently associated with two background characteristics (teacher gender and teaching experience) and two work-related well-being outcomes (job satisfaction and occupational commitment). In phase two, we extended our analysis to the schoollevel to identify school profiles based on the relative prevalence of the five teacher profiles within a school. Indeed, a yield of large scale datasets such as TALIS is that there are sufficient units at the school-level to enable institutional insights, beyond insights garnered at the individual teacher-level. Two school profiles that were similar in both countries were revealed: the Unsupportive school profile (58%) and the Supportive school profile (42%). The Supportive school profile was associated with higher schoolaverage teacher job satisfaction and occupational commitment than the Unsupportive school profile. Taken together, the findings yield knowledge about salient teacher and school profiles, and provide guidance for possible interventions at the teacher-and school level.

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“…Cross-cultural adjustment Rui & Wang (2015) defi ned cross-cultural adjustment as culture shock generated in the process of an individual adjusting to diff erent culture in a foreign country. Collie et al (2015) regarded cross-cultural adjustment as individual psychological stress relief, when encountering cross-culture shock in diff erent environments, to reduce confl ict and stress at work or not at work and receive psychological comfort and ease (Stilianos et al, 2017). Abdullah, Adebayo, & Talib (2015) revealed that, from a specifi c culture to another culture, an individual had to re-adjust to cultural diff erences and change the accustomed lifestyles and thinking principles; in the cross-cultural experience, an individual would acquire distinct perception changes and physical & mental changes.…”

Section: Literature Reviewmentioning

confidence: 99%

Research of Media industry's Expatriates’ Cross-Culture Adjustment on the Job Involvement and Work Stress: The Impact of Relatedness

Lin¹,

Robbins²,

Lin³

2019

RCIS

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Along with the country largely attracting foreign businesses for the investment, foreign-owned enterprises have gradually stationed in. In consideration of the Media transfer, the establishment of business management systems, and the needs for market expansion for off shore sourcing, numerous expatriates are required for executing company tasks in subsidiary companies from the initial establishment & planning, factory construction, marketing, Media, and general aff airs. Various diff erences in life and social culture would appear cross-culture adjustment problems for expatriates, and lots of factors would aff ect the work pressure. When expatriates gradually increase, the expense for expatriation is high for enterprises and individuals that the success in expatriation focuses on support for expatriates' career. In addition to subsidies, there should be the reference principles for selection, training, oversea life, oversea work, and repatriation. Besides, assistance in emergency could release expatriates' anxiety to enhance the work effi ciency. This study therefore intends to discuss the eff ect of expatriates' cross-culture adjustment on working pressure and job involvement. The questionnaire survey is used for collecting data, and conclusions and specifi c suggestions are proposed for the reference of corporate expatriation as well as individual psychological adjustment of expatriates.

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Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

Cited by 76 publications

References 34 publications

Translators' experiences of occupational stress and job satisfaction

Translators' experiences of occupational stress and job satisfaction

A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being

Research of Media industry's Expatriates’ Cross-Culture Adjustment on the Job Involvement and Work Stress: The Impact of Relatedness

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