Search results for: Work environment
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Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition
Grounded in the Self-Determination Theory, this study examines the relations between teacher educators’ experienced work pressure and opportunities for professional growth, their work related basic needs satisfaction (i.e. autonomy, competence and relatedness) and their researcherly disposition (i.e. being a smart consumer of research, being able to conduct research, conducting research and valuing research). A large-scale survey study was conducted, involving 944 teacher educators working within teaching-intensive teacher education institutions. The results of structural equation modelling (SEM)-analyses show that teacher educators’ opportunities for growth as well as the experienced work pressure are significantly related to the satisfaction of teacher educators’ basic psychological needs at work. In turn, positive relations were identified between the satisfaction of the basic psychological needs and teacher educators’ researcherly disposition.
Updated: Apr. 26, 2020
The study aims to gain a better understanding of the interrelation between teachers’ proactive strategies (self- and co-regulation) and perceived teacher-working environment fit that would be mediated by a socio-contextual burnout experience. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Furthermore, teacher’s co-regulation and ability to seek and receive social support from colleagues correlated positively with experienced teacher-working environment fit. Finally, the interrelation between teachers’ proactive strategies, both self- and co-regulation, and perceived teacher-working environment fit, is mediated by the socio-contextual burnout experience.
Updated: Sep. 06, 2015
Micropolitical Staffroom Stories: Beginning Health and Physical Education Teachers’ Experiences of the Staffroom
This paper explores the micropolitical staffroom experiences of two beginning health and physical education teachers. The two narratives draw attention to how the context of the staffroom significantly shaped and reshaped the beginning teachers’ micropolitical learning and practices throughout their first year of teaching. The findings reveal that staffroom occupants shaped situations which beginning teachers encountered. The two beginning teachers became more micropolitically ‘literate’ overtime with a more in depth understanding of the particular context and prevailing micropolitical staffroom stories. The authors recommend that more attention needs to be paid to the staffroom as a micropolitical context in which beginning teachers transition, learn and develop professional and micropolitical identities.
Updated: Jan. 19, 2015
Does the Social Working Environment Predict Beginning Teachers’ Self-Efficacy and Feelings of Depression?
In this article, the authors explore how the social working environment predicts beginning teachers’ self-efficacy and feelings of depression. The results show that the goal structure of the school culture predicts both outcomes.
Updated: Aug. 29, 2012
The goal of this study was to explore the kinds of episodes that challenge comprehensive school teachers’ occupational well-being and cause burnout. The study also examined how teachers perceive the relationship between themselves and their working environment in these episodes. A selected group of 68 primary and secondary school teachers were interviewed. The results suggested that teachers’ working environment provides multiple contexts for burnout.
Updated: Jul. 30, 2012