SUBJECTIVE WELL-BEING OF SCHOOL TEACHERS AFTER YOGA – AN EXPERIMENTAL STUDY

2016 ◽  
Vol 9 (4) ◽  
pp. 27
Author(s):  
TAMILSELVI B ◽  
THANGARAJATHI S ◽  
◽  
Keyword(s):  
Experimental Study ◽  
Well Being ◽  
Subjective Well Being ◽  
School 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.

"A comparative study of work culture and well-being of private and government school teachers".

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
B. P. Singh
Keyword(s):  
Mental Health ◽  
Social Relations ◽  
Short Form ◽  
Well Being ◽  
Work Culture ◽  
Subjective Well Being ◽  
School Teachers ◽  
Government School ◽  
Significant Difference ◽  
Culture And Mental Health

The present study conducted on 200 private and government school teachers working in Bhiwani district of Haryana. The purpose was to study the effect of work culture on well-being of teachers working in private and government school. Scale of work culture and mental Health Continuum short form was used for Collection of data. The data was analyzed to get mean, S.D. and t value. The results indicate that there exists a significant difference in all components of work culture which influences well-being of the teachers. The result indicates that there exists a significant difference in all components of subjective well-being of private and government school teachers. There is a positive correlation between work culture and subjective well-being. Happy teachers are creative, progressive, innovative, flexible in cognition, energetic, healthy and have good social relations.

scholarly journals Pelatihan Mindfulness Teaching untuk Meningkatkan Kesejahteraan Subjektif Guru Sekolah Inklusi

2020 ◽  
Vol 7 (1) ◽  
pp. 49-60
Author(s):  
Ulin Nuha Rahmawati ◽  
Fuad Nashori ◽  
Ratna S. Rachmahana
Keyword(s):  
Satisfaction With Life ◽  
Well Being ◽  
Satisfaction With Life Scale ◽  
Control Group ◽  
Subjective Well Being ◽  
School Teachers ◽  
Control Group Design ◽  
Significant Difference ◽  
Before And After ◽  
Inclusive School

This study aimed to examine the effectiveness of mindfulness teaching training in improving the subjective well-being of teachers in an inclusive school in Yogyakarta. This research used non-randomized pretest-posttest control group design. There were 22 respondents which divided into 11 respondents for treatment group and 11 respondents for control group. They were asked to complete a survey consists of the satisfaction with life scale (SWLS) and positive and negative scale (PANAS) before and after experiment. The results showed that there is a significant difference between the subjective well-being of inclusive school teachers group given mindfulness teaching training and that of the teachers in the teachers group without mindfulness teaching training. This finding indicates that mindfulness teaching training was effective to improve inclusive school teachers’ subjective well-being.

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