scholarly journals Influences on the work engagement of secondary school teachers in rural Kwazulu-Natal

2013 ◽  
Vol 9 (2) ◽  
Author(s):  
Gunram Dehaloo ◽  
Salomé Schulze
Keyword(s):  
Secondary School ◽  
Work Engagement ◽  
Mixed Method ◽  
Empirical Investigation ◽  
Secondary School Teachers ◽  
Job Demands ◽  
Job Resources ◽  
School Teachers ◽  
Kwazulu Natal ◽  
Low Levels

The aim of this research was to investigate the influence of job resources and job demands on the work engagement of secondary school teachers in the Illembe district of KwaZulu-Natal. A previously developed model for work engagement was used as conceptual framework. In the empirical investigation the authors used a mixed-method, explanatory research design. In the quantitative phase 100 teachers from five schools completed a self-constructed questionnaire which allowed for hypotheses testing. This was followed by 16 interviews with teachers from the same sample. The study revealed that the teachers exhibited low levels of work engagement. This was related to inadequate job resources and excessive job demands. The teachers were particularly displeased with their remuneration packages. However, teachers of different genders, cultures, levels of experience and educational qualifications differed in their perceptions. Through the interview data the authors gained a deeper understanding of how the above-mentioned impacted on work engagement. The study is significant for illuminating current factors that managers should consider to improve the work engagement of teachers.Keywords: Work engagement; job resources; job demands; motivation; job satisfaction; mixed-methods

scholarly journals Re-opening schools in a context of low COVID-19 contagion: Consequences for teachers, students and their parents

2021 ◽  
Author(s):  
Anna Aasen Godoy ◽  
Rannveig Kaldager Hart ◽  
Maja Weemes Groetting
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Upper Secondary School ◽  
Infection Rates ◽  
School Teachers ◽  
Difference In Differences ◽  
Grade Levels ◽  
Upper Secondary ◽  
Comparison Groups ◽  
Low Levels

To balance children's right to schooling with contagion management, knowing how school re-openings affect the spread of SARS-CoV-2 is crucial. This paper considers effects on testing and positive tests for SARS-CoV-2 of re-opening Norwegian schools after a six-week closure to reduce contagion. We estimate the effect of school re-opening for teachers, parents and students using an event study/difference-in-differences design with comparison groups with minimal exposure to in-person schooling. We find no evidence that incidence increased following re-opening for either students, parents, or teachers pooled across grade levels. We find some suggestive evidence that infection rates among upper secondary school teachers increased; however, quantitatively, the effects are small and transitory. At low levels of contagion, schools can safely be re-opened when other social distancing policies remain in place.

scholarly journals Difficulties detaching psychologically from work among German teachers: prevalence, risk factors and health outcomes within a cross-sectional and national representative employee survey

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yasemin Z. Varol ◽  
Gerald M. Weiher ◽  
Johannes Wendsche ◽  
Andrea Lohmann-Haislah
Keyword(s):  
Risk Factors ◽  
Secondary School ◽  
Physical Health ◽  
Secondary School Teachers ◽  
Job Demands ◽  
School Teachers ◽  
Cross Sectional ◽  
Health Impairment ◽  
Psychological Detachment ◽  
Mental And Physical Health

Abstract Background Teachers often face high job demands that might elicit strong stress responses. This can increase risks of adverse strain outcomes such as mental and physical health impairment. Psychological detachment has been suggested as a recovery experience that counteracts the stressor-strain relationship. However, psychological detachment is often difficult when job demands are high. The aims of this study were, first, to gain information on the prevalence of difficulties detaching from work among German teachers, second, to identify potential person-related/individual (i.e., age, sex), occupational (e.g., tenure, leadership position), and work-related (e.g., overload, cognitive, emotional, and physical demands) risk factors and, third, to examine relationships with mental and physical health impairment and sickness absence. Methods A secondary analysis of cross-sectional data from a national and representative survey of German employees was conducted (BIBB/BAuA Employment Survey 2018). For the analyses data from two groups of teachers (primary/secondary school teachers: n = 901, other teachers: n = 641) were used and compared with prevalence estimates of employees from other occupations (n = 16,266). Results Primary/secondary school teachers (41.5%) and other teachers (30.3%) reported more difficulties detaching from work than employees from other occupations (21.3%). Emotional demands and deadline/performance pressure were the most severe risk factors in both groups of teachers. In the group of primary/secondary school teachers multitasking demands were further risk factors for difficulties to detach from work whereas support from colleagues reduced risks. In both groups of teachers detachment difficulties can be linked to an increase in psychosomatic and musculoskeletal complaints and, additionally, to a higher risk of sickness absence among primary/secondary school teachers. Conclusions Difficulties detaching from work are highly prevalent among German teachers. In order to protect them from related risks of health impairment, interventions are needed which aim at optimizing job demands and contextual resources (i.e., work-directed approaches) or at improving coping strategies (i.e., person-directed approaches).

Assessing the Relationship Between Job Demands, Job Resources, Burnout, Work Engagement, and Work-Life Balance Among Teachers in a Secondary Public School

2020 ◽  
Vol 12 (4) ◽  
pp. 27-47
Keyword(s):  
Public School ◽  
Work Engagement ◽  
Job Demands ◽  
Positive Association ◽  
Work Life ◽  
Work Life Balance ◽  
Job Resources ◽  
Public School Teachers ◽  
School Teachers ◽  
Life Balance

Using the Job Demands–Resources (JD–R) Model as a framework, this study aimed to determine the association between job resources, job demands, burnout, work engagement, and work-life balance among teachers in a secondary public school. The researcher employed a quantitative research design through a self-administered survey among teachers in a secondary public school (School X) in Paranaque City, National Capital Region, Philippines using convenience sampling in selecting the participants from School X. Cronbach's Alpha tested the reliability of the data. Bivariate relationships were then explored using Pearson Correlation to determine how significant and to what degree are the relationships among the investigated variables. The results confirmed the following relationships based from the hypothesized JD–R Model: (1) there is a positive association between job demands and burnout; (2) there is a positive association between job resources and work engagement; and (3) there is a negative association between burnout and work-life balance. However, the data from this study revealed that there is no significant association between work engagement and work-life balance. Finally, in predicting work-life balance using burnout and work engagement, only burnout remains the significant regressor. This study contributed to the limited Philippine-based literature explaining how job demands and resources are associated with burnout and work engagement, respectively, and how these mechanisms are integral to the work-life balance of public-school teachers. The study found that work-life balance among public school teachers may improve by primarily managing and reducing the demands of their jobs.

Job Satisfaction and Teacher Turnover Intentions in Malawi: A Quantitative Assessment

2019 ◽  
Vol 28 (2) ◽  
pp. 207-226
Author(s):  
Fatsani Thomas Kafumbu
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Teacher Turnover ◽  
Empirical Investigation ◽  
Turnover Intentions ◽  
Secondary School Teachers ◽  
School Type ◽  
School Teachers ◽  
Level Of Satisfaction ◽  
Analytic Design

This study aimed at uncovering the link between levels of job satisfaction with turnover intentions among teachers with the aim of broadening the knowledge base with regard to teachers’ welfare in public secondary schools in Malawi. In the empirical investigation, a correlational-analytic design was used. The stratified random sample consisted of 120 secondary school teachers and it was found that most teachers had a moderate level of satisfaction with their work. Furthermore, it was found that job satisfaction among teachers was related to their turnover intentions and that demographics had a significant influence on this relationship except for school type.

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