Quality of Life of Teachers

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Interaction of physical activity and quality of life of teachers at primary schools and kindergartens

Interaction of physical activity and quality of life of teachers at primary schools and kindergartens

showed the most numerous interactions between physical activity in a week and the quality of life of teachers (occasional athletes) who realize physical activity an average of M: 4,21 times in a week at SD: 2,32 and an average number of hours M: 5,42 hrs, SD: 3,32. The group were shown positively interaction with the areas of physical well-being (p <, 01), psychosocial well-being (p <,05), material well-being (p <, 20), education (p <,05), respectively considering a property of things (p <,10). The group of teachers who present passive and active level of sport performance we do not find any positive interaction between physical activity and individual areas of quality of life. The conclusions highlight the importance of physical activity in adults' lives. They point to the possibility of influencing the quality of life through physical activities, but also the need to create optimum conditions for the possibility of increasing the quality of life in the social environment of adults. The paper is a part of a grant in Ministry of Education KEGA 003UKF-4/2016. Key words: PHYSICAL ACTIVITY, QUALITY OF LIFE, INTERACTION, TEACHERS, KINDERGARTENS AND PRIMARY SCHOOLS
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THE EFFECT OF COMMITMENT, TRAINING AND DEVELOPMENT ON THE WORK LIFE QUALITY OF EARLY CHILDHOOD TEACHERS

THE EFFECT OF COMMITMENT, TRAINING AND DEVELOPMENT ON THE WORK LIFE QUALITY OF EARLY CHILDHOOD TEACHERS

This research was motivated by the importance of human resource management in Early Childhood Institutions in achieving Indonesia's national quality standards. A good quality of work life can improve the quality of products and services produced by companies or organizations. Therefore, the quality of work life is an impact on achieving the quality standards of an Early Childhood institution. This study used independent variables namely Commitment (X1), Training and Development (X2), and dependent variable namely Quality of Work Life (Y). Data collection in this study was a questionnaire method distributed to 55 Early Childhood teachers by using purposive sampling. While the analysis was done by processing data using SPSS version 16.0 for windows.The results of regression analysis showed that the commitment variable, the training and development variable have effect on the quality of work life. Based on the results, a coefficient of determination (R2) of 0.290 obtained, which means that the influence of commitment, training and development on the quality of work life is 29%. The remaining of 71% is influenced by other variables.
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Relationship between Quality of Work Life and Work Alienation: Research on Teachers

Relationship between Quality of Work Life and Work Alienation: Research on Teachers

While a negative, medium level and significant relationship was observed between quality of work life andthe powerlessness, meaninglessness and isolation sub dimensions of work alienation, a low level, negative and significant relationship was detected between quality of work life and alienation from school. Findings by[28]and[52], which point to negative relationships between quality of work life and employee alienation, are parallel to the findings of the current study. In line with this, it can be claimed that increases in positive perceptions towards quality of work life will decrease work alienation in teachers. Increasing the quality of work life provides tangible and intangible benefits both to employees and to the organization. Some of these benefits include job satisfaction and motivation, formation of organizational identity and increases in work force performance. At the same time, increases in quality of work life will decrease personal alienation of the employees and of society in general, and will ensure that individuals enrich their lives via beneficial experiences[28]. These aforementioned benefits will make positive contributions first to the individual and then to the organization, and in the end will
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QUALITY OF LIFE AMONG WOMEN WORKING AS TEACHERS IN COLLEGES AND WOMEN WORKING AS ASSISTANT TO MANAGERS AT MULTINATIONAL COMPANIES

QUALITY OF LIFE AMONG WOMEN WORKING AS TEACHERS IN COLLEGES AND WOMEN WORKING AS ASSISTANT TO MANAGERS AT MULTINATIONAL COMPANIES

The aim of the study was to analyse the difference in different aspects of quality of life between women working as teachers in colleges and women working as assistant to managers at multinational companies. The results indicate that the quality of life in all domains is not above average or excellent for both teachers and women working in multinational companies. The quality of life in domains of physical health, psychological and social relationships are at average level and environment at below average level for teachers. The quality of life in all domains is at below average level for women working in multinational companies. In comparison to women working in multinational companies the teachers have significantly better physical health, psychologically adequate and adequate social relationships. Urbanisation and multiple demands on women could be one of the reasons for decline in quality of life. Role demand, role ambiguity, gender role expectation and male dominated societal practices could also be one of the reasons for decline in quality of life even among working women specially women working in multinational companies. Further research could help in understanding the reasons for poor quality of life among women working in different sectors.
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Teachers’ Mental Health:  The Relevance of Emotional Intelligence in Burnout and Quality of Life

Teachers’ Mental Health: The Relevance of Emotional Intelligence in Burnout and Quality of Life

Significant positive correlations were reported between each trait emotional intelligence subscale and each of the quality of life domains. The statistically significant relationship between Trait EI and Quality of Life may be due to the shared properties in the conceptual constructions of the categorized facets. The Well- being subscale and Psychological Health domain both contained items that evaluated the participants’ perception of their self-esteem and optimistic outlook or positive feelings towards life. Results showed that teachers’ well-being scores were positively associated with self-regard and life satisfaction. The strong association between Emotionality and Psychological Health is notable, reflecting the connection with respondent’s recognition of their own emotional experience. A higher score on Emotionality may be interpreted thusly: teachers who perceived themselves as being more attuned to their positive and negative emotions are also effective in appropriately expressing their emotions in their relational interactions. Sociability and Social relationships were shown to have a significantly positive relationship despite some distinction in the aspects of social relations being measured. The Sociability subscale in the Trait EI measure concentrated on the individual’s perception of themselves as an agent of influence in social contexts; while the Social Relationship domain in the WHO-QOL measure examined the individual’s evaluation of the current state of their social support. It stands to reason that individuals who perceive themselves as having a greater influence in determining the outcomes of their social interactions are likely to be more satisfied with the changes or maintenance they have made to their social relations.
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Impact on quality of life in teachers after educational actions for prevention of voice disorders: a longitudinal study

Impact on quality of life in teachers after educational actions for prevention of voice disorders: a longitudinal study

In the present study, statistically significant difference was observed for the physical score of the V-RQOL for both the control and experimental group. The findings differ from those of the study of Duan et al. (2010), who evaluated the quality of life of subjects who participated in a vocal health program. There was a report of improve- ment in the physical and functional aspects of the voice only in the experimental group. These authors provided a lecture on vocal hygiene for the control and experimental groups, in addition to 4 sessions of training exercises for the latter group. Although the number of intervention sessions applied to the control and experimental group in the study of Duan et al. (2010) are compatible with those of the present study, the findings for the control and ex- perimental groups obtained statistically significant results in the final evaluation of the physical score. It is suggested that in the present study, the physical improvement reported by the control group is due to the emphasis on healthy practices for the voice, reinforced in two lectures. The fact of instructing teachers about drinking water dur- ing the time they are giving lessons may result in benefi- cial effects when they are incorporated by the subjects, due to the reduction in friction between the vocal folds and in the reduction of the effort to speak. The same edu- cational practices were discussed in the experimental group, and the teachers were encouraged to practice them together with the training exercises.It is suggested that the instructions transmitted were assimilated in good part by the teachers in both groups, which may result in positive effects on the improvement of the physical and functional aspects of the voice.
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Rural Teachers' Quality of  Work Life (QWL) in China: The Case of Shanxi Province

Rural Teachers' Quality of Work Life (QWL) in China: The Case of Shanxi Province

Wang et al (2012㸧hold that “the quality of work life refers to the individual feelings in terms of work scope, in which aspects like fair and ample recompense, safe and healthy working conditions, sense of security, democratic management, personal relationships, the mean toward individual lives, etc, are included.” Teacher quality of work life means the various feelings and experiences teachers gained in school, it is realized by school offering teachers the necessary needs both materially and mentally, this kind of teacher-needed satisfaction can generate more positive experience and makes them more autonomous in work, also increase their sense of ownership and responsibility, enhance their degree of participation and satisfaction in work, all that contribute to the success of reaching school objectives. Luo Ruguo, (2012) discussed the three stages of QWL research in China: the preparing period (before 2003), developmental stage (2004-2008), and depending stage (2009-now) and analyzed research hotpots in home and abroad .Some scholars surveyed teachersquality of work life in primary and secondary school (Wang Lihua, Xu Changjiang, Zhu Yuhua et al. 2012). Some scholars made a survey on relationship between young university teachers’ occupation slack and their QWL (Cai Xiaowu & Liao Chuanjing.2013). Sun Yuhua et al, (2008) summed up the international research progress of QWL from aspect of teachers’ comprehensive and humorous development.
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ROLE OF QUALITY OF WORK LIFE IN JOB SATISFACTION AMONG UNIVERSITY TEACHERS

ROLE OF QUALITY OF WORK LIFE IN JOB SATISFACTION AMONG UNIVERSITY TEACHERS

The present study investigated the relationship between quality of work life and job satisfaction. It was also intended to examine the role of quality of work life factors as predictors of job satisfaction. Quality of Work Life Scale (Ansari, Khan, & Khan, 2016) and Job Satisfaction Scale (Singh, 1990) were used to measure the study variables. Sample consisted of 300 university teachers from AMU, India within age range of 26 to 64 years (M = 45.28, SD = 10.01). Results showed that all study variables positively and significantly correlated with each other. Results further showed that quality of work life factors such as citizenship behaviour & recognition at work, confidence in management, working conditions, organizational climate, and belongingness were significantly predicted the job satisfaction. It is assumed that this research would be useful for creating high quality of work life in higher academic setting.
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INFLUENCE OF PERSONALITY ON QUALITY OF WORK LIFE OF TEACHERS

INFLUENCE OF PERSONALITY ON QUALITY OF WORK LIFE OF TEACHERS

Quality of work life is one of an indispensible element which intrinsically motivates an employee to perform better and produce the best. It also enhances commitment and loyalty of individuals in organizations. An attempt is made to find out the influence of personality factors on quality of work life of teachers. 260 school teachers were selected for this purpose and the data was collected through survey method. The quality of work life was assessed using Work-Related Quality of Life scale by Laar and Personality was assessed using NEO- Big five personality questionnaire by Mc.Crae and Costa. The results showed that there is a gender difference in job and career satisfaction, control at work, working conditions as well in the overall quality of work life of teachers. Also, it is found that teachers differ in their quality of work life based on their type of family. Women teachers have displayed higher conscientiousness than men teachers. The agreeableness factor of personality found to have a significant influence on quality of work life of teachers. The findings and implications are presented in this article.
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Effect of education based on health belief model on the social capital and quality of life among male teachers

Effect of education based on health belief model on the social capital and quality of life among male teachers

Quality of life questionnaire: The Persian version of the short-form health survey questionaire (SF-36) was used to collect data on QoL. The total score of SF-36 ranges from zero to 100 and higher scores indicate a better condition. The reliability and validity of this scale have been approved for the elderly in some surveys. The obtained Cronbach’s alpha was 0.93 for QoL in this study. After the first phase and completion of the questionnaire, a training program was developed that aimed to raise the teachers' awareness, attitude, and performance towards the promotion of behaviors based on social capital. The content of the educational materials depended on the respondents' answers to the questions on the indicators of social capital. However, the program content generally includes group discussions, lectures, and pamphlets, which
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On the Relationship Between Iranian EFL Teachers' Quality of Work Life and Their Teaching Efficacy

On the Relationship Between Iranian EFL Teachers' Quality of Work Life and Their Teaching Efficacy

(2011) findings, who argued that Iranian EFL has a positive perception about their teaching efficacy. The results also showed that, in general, Iranian EFL teachers perceived themselves to have a medium level of quality of work life. This finding is consistent with Jofreh, Yasini, Faraji Dehsorkhi, and Hayat (2013) findings since they argued that those Iranian EFL teachers have a medium to low level of QWL. The finding is also in agreement with Baleghzadeh and Godian (2012), who argued that the total QWL of Iranian EFL teachers is medium, but some components are low, some are medium, and some are high. Viewing the separate components of QWL, the results of the present study showed that the participants reported the highest level of quality of their work life in the category of development of human capacities (M=3.6) and the lowest level in the category of adequate and fair compensation (M=2). Therefore, it could be strongly argued low and unfair payment has always been a great concern for teachers in Iran. Teachers feel that they are not paid what they deserve. Most of them are forced to work longer extra hours, (Sometimes for more than 48 hours a week) to be able to afford their family life. This will obviously have a negative effect on the quality of the work they do.
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Psychological Needs as the Working Life Quality Predictor of Special Education Teachers

Psychological Needs as the Working Life Quality Predictor of Special Education Teachers

The results reached from the study carried out on special education teachers show that there is a positive strong correlation between four dimensions of psychological needs (success, relationship, autonomy and dominance) and sub-dimensions of professional life quality (compassion fatigue and burnout) and a negative one between the former and compassion satisfaction. In other words, as the level of psychological needs of special education teachers rises, so does the compassion satisfaction level, but burnout and compassion fatigue levels fall. There are also results in similar studies in the literature backing up this finding. Randjelovic and Stojiljkovic [36] concluded that an increased level of psychological satisfaction mitigated burnout level, too. Irrespective of the classroom environment, a working atmosphere that meets the basic psychological needs correlates with high compassion level and low burnout [36]. Likewise, Trépanier, Fernet & Austin [37] found out in a study they conducted that in cases in which psychological needs were not met exhaustion increased. The findings of this study and similar ones of related studies can be efficiently benefitted in order to enhance professional life quality. In this sense, proper working conditions and working environment in which success, relationship, autonomy and dominance expectations of special education teachers can help augmenting professional satisfaction.
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Effect of mindfulness and yoga on quality of life for elementary school students and teachers: results of a randomized controlled school-based study

Effect of mindfulness and yoga on quality of life for elementary school students and teachers: results of a randomized controlled school-based study

This study has several strengths that deserve emphasis. The first is that the small-group yoga and mindfulness inter- vention was targeted to the needs of the children who were participating, and likewise, the training for teachers was tai- lored to educators of children in the local context. The subjects were randomly assigned to either the intervention or control groups, avoiding the self-selection of the exposure. The ITT analysis preserved the benefits of the randomization. The use of a previously studied yoga education curriculum allows the results of this study to be compared with others previously reported. Students’ quality of life was assessed using previ- ously validated instruments designed for use in children. Finally, the data collected from teachers and staff will facilitate future research by helping ensure that it is tailored to address the concerns and suggestions of the educators.
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Quality of work life: Perception of college teachers

Quality of work life: Perception of college teachers

Several Research Studies in the world have measured the Quality of Work of Employee’s in Industries, Universities, Schools, Government and Non Government Organizations. This research study highlights the quality of work life of college teachers under various dimensions. New Challenges can be faced with employee’s commitment and involvement in achieving organizational goals. This study helps the college teachers to know the level of perception towards QWL and to enhance the same by the educational administrators.. Quality of Work Life is the essential concept of favorable situations in a working environment. The Quality of Work Life facilitates employee’s training opportunities, job satisfaction and working conditions. A better Quality of Work Life improves the growth of the employee’s along with the organization growth. The universe of the study includes 12 colleges located within the Tiruchirappalli city limit and 1279 college teachers were working during May 2008 – February 2009. A sample of 239 respondents was collected from the universe. The collected data after being coded were analyzed using Statistical Package for Social sciences Research (SPSS) and various statistical tests were applied based on hypotheses and matching variables. There is a significant association between quality of work life total and quality of life in teaching environment total. It shows QWL of college teachers is in low level.
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The association between organizational behavior factors and health-related quality of life among college teachers: a cross-sectional study

The association between organizational behavior factors and health-related quality of life among college teachers: a cross-sectional study

College teachers play a crucial role in society as they bear the vital tasks of cultivating highly qualified special talents and developing science and culture. Since 1999, Chinese government proposed an expansion of univer- sity enrolment to ensure that the output of specialized graduates could meet the needs of the rapid economic development. In China’s academic profession, faculty hir- ing has been shift from “identity management” to “pos- ition management”, and the payment for performance accounts for a bigger proportion of the whole salary [1]. Under this context, college teachers in China are con- fronted with a lot of pressure from teaching, researching and living [2]. Teacher is considered to be a highly stressful career, and there have been various studies showed that teachers are frequently under high pressure [3–5]. They have a higher prevalence of mental and physical problems like anxiety, hypertension, headaches, psychosomatic disorders and cardiovascular diseases compared with other workers [6–8]. And it has been re- ported that the quality of life (QOL) among Chinese col- lege teachers was lower than that of the Chinese general population [9, 10].
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The relationship between social capital and quality of life with job satisfaction of teachers

The relationship between social capital and quality of life with job satisfaction of teachers

In addition, the findings showed that social capital and quality of life had a significant role in predicting teachers' job satisfaction. Given that social capital and quality of life are influential factors in job satisfaction, education officials can take an important step toward improving this factor by providing them with the opportunities to work and support them. It is therefore advisable for managers and education authorities to provide them with access to information, design and planning areas, and the authority to make decisions in the field of staffing so they can develop their capabilities and also advise managers. Employing employees with independence and freedom so that they can realize their potential and innovate in their work. In this regard, social capital as an intangible asset in organizations, especially schools through interpersonal relationships between teachers and administrators, is based on trust and cooperation and increased group cohesion, and it is suggested to increase teachers' job satisfaction. To raise awareness about the role and position of social capital in schools.The most important limitations include limiting the research community to teachers in Tehran, using self-report tools to collect data and not controlling for confounding variables such as the willingness and motivation of some individuals and the low interest and motivation of others. Given the limitations, it is recommended that this study be conducted on other occupations or teachers in other cities and compare the results with those of this study. It is also suggested that in future research some of the confounding variables such as age and education of the control will be used and the interview will be used for data collection. It is suggested to increase the job satisfaction and quality of life with the aim and plan of doing research activities.
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The Effectiveness Of Syifa Exercise Module Towards The Psychological Well-Being And Quality Of Life Among Teachers In Kuala Terengganu

The Effectiveness Of Syifa Exercise Module Towards The Psychological Well-Being And Quality Of Life Among Teachers In Kuala Terengganu

Data Collection- Initially, the school’s principal were contacted to obtain the permission data collection process with the teachers at their school. During that meeting, they had received deep explanations about the objectives of the study, the benefits of the study and the procedure for data collection. The questionnaires were distributed to the selected respondents and they were given one week of time to fill up the questionnaire in order to avoid from disturbing them with their work and to give a space for them fill up the questionnaire sincerely without rush and stress in baseline phase in order to know their level of psychological well-being and quality of life before the intervention.
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Food consumption, quality of life, sociodemographic characteristics and work of teachers of a city in São Paulo, Brazil

Food consumption, quality of life, sociodemographic characteristics and work of teachers of a city in São Paulo, Brazil

The predominance of physical inactivity is a challenge for public health, since it is among the main risk factors for deaths caused by NCD (Brasil, 2016). The practice of regular physical activity is part of a set of strategies adopted by the WHO for the prevention and control of NCD, associated with the reduction of the risk of cardiovascular disease, diabetes, colon and breast cancer (Barreto et al., 2005). As to the habit of reading food nutritional labels, 78% of the teachers of this research did not perform such practice, reinforcing the study by Gallina et al. (2013), who reported the lack of this habit in 67.1% of the teachers analyzed. In a study carried out by Bendino, Popolim and Oliveira (2012), when analyzing 50 consumers of 2 conventional supermarkets in a city in the greater São Paulo, they found that 76% of the interviewees consider that it is not important to carry out the consultation of nutritional information. It is essential to encourage the reading of nutritional labels, which according to the National Sanitary Surveillance Agency, the food labels indicate to the consumer the quantity and quality of the foods to be ingested, being part of a set of nutrition strategies in with the Ministry of Health in order to promote healthy choices and reduce the risk of developing chronic diseases (Brasil, 2005). Interministerial Ordinance No. 1010, recommends the awareness and training of professionals involved in school feeding for the promotion, production and supply of healthier foods (Brasil, 2006). It also highlights the development of ongoing programs to promote healthy eating habits and the incorporation of the theme of healthy eating into the political pedagogical project of primary schools of private and public networks in Brazil (Brasil, [S.D.]).
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Teachers of various school grades and representations of epilepsy: problems, relational aspects and perspectives of life quality

Teachers of various school grades and representations of epilepsy: problems, relational aspects and perspectives of life quality

Finally, the representations of the interpersonal rela- tionships between the epileptic student and his class- mates significantly differed (p > 0.05) among teachers of various types and grades of schools. Indeed, school teachers were more likely to consider the epileptic chil- dren as students like others (60 %) who - through the mediation of all the teachers of the class- constantly interact with their peers and are not marginalized by them. In constrast, teachers in middle and high schools tended to delegate the support teachers (42 %) the task of integrating/involving epileptic pupils, including rela- tional issues with his peers (Table 2).
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Quality of Life and Sources of Stress in Teachers: A Canadian Perspective

Quality of Life and Sources of Stress in Teachers: A Canadian Perspective

One limitation of the present study was the use of the Sources of Stress Inventory, which was created for the purposes of the present study and consequently do not have published norms for comparison. The study would also have been supported by additional qualitative data to further complement and add contextual richness to the understanding of the unique experience of Canadian female teachers. Additionally, the study used self-report data to investigate the original research questions. Data collection could have been supplemented by using additional data reported by significant others of participants to strengthen reliability of responses. Specifically, peer report data would have been particularly beneficial in the context of QOL reporting.
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