scholarly journals Social Factors of Mental Well-Being Violation Among High School Teachers

2017 ◽  
Vol 6 (4) ◽  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Social Factors ◽  
Well Being ◽  
School Teachers ◽  
Mental Well Being

scholarly journals How Contextual Constraints Shape Midcareer High School Teachers' Stress Management and Use of Digital Support Tools: Qualitative Study

10.2196/15416 ◽  
2020 ◽  
Vol 7 (4) ◽  
pp. e15416
Author(s):  
Julia B Manning ◽  
Ann Blandford ◽  
Julian Edbrooke-Childs ◽  
Paul Marshall
Keyword(s):  
High School ◽  
Stress Management ◽  
High School Teachers ◽  
School Environment ◽  
Digital Health ◽  
Well Being ◽  
Workplace Stress ◽  
School Teachers ◽  
Management Tools ◽  
Health Technologies

Background Persistent psychosocial stress is endemic in the modern workplace, including among midcareer high school (secondary comprehensive) teachers in England. Understanding contextual influences on teachers' self-management of stress along with their use of digital health technologies could provide important insights into creating more usable and accessible stress support interventions. Objective The aim of this study was to investigate the constraints on stress management and prevention among teachers in the school environment and how this shapes the use of digitally enabled stress management tools. Methods Semistructured interviews were conducted with 14 teachers from southern England. The interviews were analyzed using thematic analysis. Results Teachers were unanimous in their recognition of workplace stress, describing physical (such as isolation and scheduling) and cultural (such as stigma and individualism) aspects in the workplace context, which influence their ability to manage stress. A total of 12 participants engaged with technology to self-manage their physical or psychological well-being, with more than half of the participants using consumer wearables, but Web-based or smartphone apps were rarely accessed in school. However, digital well-being interventions recommended by school leaders could potentially be trusted and adopted. Conclusions The findings from this study bring together both the important cultural and physical contextual constraints on the ability of midcareer high school teachers to manage workplace stress. This study highlights correlates of stress and offers initial insight into how digital health interventions are currently being used to help with stress, both within and outside high schools. The findings add another step toward designing tailored digital stress support for teachers.

scholarly journals The effects of job crafting on subjective well-being amongst South African high school teachers

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Sergio Peral ◽  
Madelyn Geldenhuys
Keyword(s):  
High School ◽  
South African ◽  
High School Teachers ◽  
Work Engagement ◽  
Well Being ◽  
Job Crafting ◽  
Subjective Well Being ◽  
School Teachers ◽  
Psychological Meaningfulness ◽  
The Relationship

Orientation: Job crafting can result in a number of positive outcomes for teachers, such as increased meaningfulness and engagement at work. Increased work engagement and psychological meaningfulness may yield positive benefits for the practice of teaching, thus highlighting the pivotal role of job crafting.Research purpose: The study’s aim was to investigate the relationship between job crafting and subjective well-being amongst South African high school teachers. Subjective well-being comprises psychological meaningfulness and work engagement. The potential mediating effect that psychological meaningfulness had on this relationship was further explored.Motivation for the study: Being in a highly stressful occupation, teachers need to continuously find ways to craft their working practices in order to deal effectively with their job demands and to capitalise on their available job resources. Furthermore, South Africa’s current education system calls for serious proactive measures to be taken to improve and rectify the current status, such as job crafting.Research approach, design and method: A quantitative, cross-sectional survey design was used and administered to a sample of South African high school teachers situated in Gauteng, South Africa (N = 251).Main findings: A positive relationship was found between job crafting (increasing structural resources and challenging job demands) and work engagement. Furthermore, psychological meaningfulness mediated the relationship between job crafting and work engagement amongst the sampled high school teachers.Practical/managerial implications: Teachers who craft their work to better suit their preferences and needs will obtain greater meaning in their work and experience increased levels of work engagement. Training programmes and/or group-based interventions targeted around job crafting techniques may be particularly useful in the South African teaching context.Contribution/value-add: This study highlights the importance of job crafting to the well-being of teachers. It further contributes to the literature pertaining to job crafting and teaching specifically, as well as to the limited job crafting research that has been conducted in the South African context.

scholarly journals Study on Stress among Female High School Teachers of Haryana

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Kavita Dua ◽  
Veena Sangwan
Keyword(s):  
High School ◽  
High School Teachers ◽  
School Teacher ◽  
Well Being ◽  
Teaching Profession ◽  
Educational Process ◽  
School Teachers ◽  
Specific Level ◽  
Female Teachers ◽  
Female High School

Stress is unavoidable part of life due to increasing workload and complexities in daily life. Now-a-days the world is said to be world of achievement is a world of stress. Stress is anywhere and everywhere, weather it is in family, friends, business, institute or society. Right form birth to death, each and every individual exposed to stress. Each profession causes a specific level of stress. Teaching is also one of the stressful professions like many other professions.  In the educational process, the female teachers in teaching profession have increased. A female high school teacher is usually burdened with multiple roles and responsibilities. Female teachers are more vulnerable to stress as stress is caused by many factors including poor working conditions, scarcity of resources, heavy workloads and lack of administrative and family support system. As a result of these stressful aspects of teaching, stress can have negative effects on teacher’s physical, emotional, behavioral and mental well being. The main objective of this paper is to work out stress among female high school teachers of Haryana. Researcher has made all attempts to critically examine the studies conducted in the field of stress.

scholarly journals Predictors of psychological well-being among high school teachers: A cross-sectional study from Southern India

2020 ◽  
Vol 32 (4) ◽  
pp. 722-726
Author(s):  
Chinthana Rajesh ◽  
Lena Ashok ◽  
Chythra R Rao ◽  
Veena Kamath ◽  
Asha Kamath ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Well Being ◽  
Cross Sectional Study ◽  
Southern India ◽  
Sectional Study ◽  
School Teachers ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Self Acceptance

Background: Well-being is increasingly emerging as an important determinant of teacher effectiveness. Aim and objective: To assess the predictors of psychological well-being in Southern India. Settings and design: A cross-sectional study was conducted among 460 high school teachers from government and private schools in Udupi district. Methods and materials: Ryff’s psychological well-being scale (1989) was used. Statistical analysis used: Predictors were identified using logistic regression and p<0.05 was considered to be statistically significant Results: Autonomy, personal growth, positive relations, purpose in life and self-acceptance emerged as predictors of psychological well-being. Age predicted the subdomain of autonomy; number and age of children predicted environmental mastery; gender, monthly income and travelling time of teachers predicted the subdomain of self-acceptance among teachers. Conclusion: Teachers are an important resource whose psychological well-being has not received the attention it is due. An intervention program designed to fit their felt needs may be a step in the right direction.

scholarly journals How Contextual Constraints Shape Midcareer High School Teachers' Stress Management and Use of Digital Support Tools: Qualitative Study (Preprint)

2019 ◽  
Author(s):  
Julia B Manning ◽  
Ann Blandford ◽  
Julian Edbrooke-Childs ◽  
Paul Marshall
Keyword(s):  
High School ◽  
Stress Management ◽  
High School Teachers ◽  
School Environment ◽  
Digital Health ◽  
Well Being ◽  
Workplace Stress ◽  
School Teachers ◽  
Management Tools ◽  
Health Technologies

BACKGROUND Persistent psychosocial stress is endemic in the modern workplace, including among midcareer high school (secondary comprehensive) teachers in England. Understanding contextual influences on teachers' self-management of stress along with their use of digital health technologies could provide important insights into creating more usable and accessible stress support interventions. OBJECTIVE The aim of this study was to investigate the constraints on stress management and prevention among teachers in the school environment and how this shapes the use of digitally enabled stress management tools. METHODS Semistructured interviews were conducted with 14 teachers from southern England. The interviews were analyzed using thematic analysis. RESULTS Teachers were unanimous in their recognition of workplace stress, describing physical (such as isolation and scheduling) and cultural (such as stigma and individualism) aspects in the workplace context, which influence their ability to manage stress. A total of 12 participants engaged with technology to self-manage their physical or psychological well-being, with more than half of the participants using consumer wearables, but Web-based or smartphone apps were rarely accessed in school. However, digital well-being interventions recommended by school leaders could potentially be trusted and adopted. CONCLUSIONS The findings from this study bring together both the important cultural and physical contextual constraints on the ability of midcareer high school teachers to manage workplace stress. This study highlights correlates of stress and offers initial insight into how digital health interventions are currently being used to help with stress, both within and outside high schools. The findings add another step toward designing tailored digital stress support for teachers.

scholarly journals Mental Health Status of High School Teachers

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Srisailamaiah Maheswara
Keyword(s):  
Mental Health ◽  
High School ◽  
Health Status ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
Well Being ◽  
Total Sample ◽  
Mental Health Status ◽  
School Teachers

Education plays a very vital role in our life. Education is that which transforms a person to live a better life and even in a social well being. Education is the one that doing something positive in our near future. Education is conceived as a powerful agency, school education plays a great role in everyone’s life. The whole process of education is shaped by the human personality called the teacher, who plays a pivotal role in any system of education, teaching is considered as one of the oldest and noblest career .Teachers are the most powerful agents who influence the behavior of the students and therefore teachers should have emotional constancy as well as healthy approach towards life. Health of teacher, both physical and psychological ads to the efficiency of his/her work. The aim of this study was to analyze the mental health status of high school teachers. The main objectives were to assess the mental health status of male, female, urban, rural, Government, private, language and non- language teaching high school teachers. To realize the objectives and to test the hypotheses that was formulated. The highly standardized Mental Health Inventory (MHI) by Jagdish and Srivastava were used to assess the mental health status of teachers, a total sample of 130 male and female high school teachers of private and Government were selected .The data was analyzed using mean, Standard deviation, ‘t’- test and one way ANOVA. Results revealed that Government high school teachers’ mental health status is higher than private high school teachers; female school teachers’ mental health status is higher than the male school teachers. Urban high school teacher mental health status is higher than the rural high school teachers and non-language high school teacher’s mental health status is higher than the language high school teachers.

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