Teachers’ contributions to the school climate and using empathy at work: implications from qualitative research in two European countries

Martinsone, Baiba; Žydžiūnaitė, Vilma

doi:10.3389/fpsyg.2023.1160546

Cited by 7 publications

(3 citation statements)

References 48 publications

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“…In fact, having a provisional job may make teachers insecure about their future, with potential consequences on their investment of time and energy in the school (e.g., participation in training programs and taking relevant roles). Furthermore, because of work instability, the teachers struggled to create and maintain strong relationships with the school principal and their colleagues, who are usually recognized as sources of professional and personal support in the school environment [58].…”

Section: Discussionmentioning

confidence: 99%

Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Conte,

Cavioni,

Ornaghi

2024

Education Sciences

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Teaching is a mentally and physically demanding profession that can be a source of stress and burnout. The COVID-19 pandemic put further pressure on teachers who had to face sudden challenges, such as online teaching and difficulties in holding students’ attention in virtual environments. Research has demonstrated that the negative effects of stress factors on teachers’ wellbeing can be modulated by coping strategies. This work explores the main sources of stress that jeopardized Italian teachers’ wellbeing after the COVID-19 pandemic and the coping strategies that they adopted. Eighty-six teachers, belonging to five school institutes located in Northern Italy, took part in three semi-structured group interviews, where their perceptions about wellbeing at school and occupational stress experiences were explored. Furthermore, they completed a survey with questions about recent stressful life events and the coping strategies that they had adopted in the last month. A thematic analysis revealed stressors related to four themes: adverse work conditions, a lack of support (from both school administrators and families), precariousness, and a demanding school system. A total of 22% of teachers experienced stressful events in the last month (e.g., health problems and loss), and 30% reported that they had adopted coping strategies, especially emotion-focused ones. The findings may drive educational policies to enhance protective factors for teachers’ professional wellbeing at school by reinforcing their individual resources and coping strategies, which can help them deal with challenging situations.

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Section: Discussionmentioning

confidence: 99%

Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Conte,

Cavioni,

Ornaghi

2024

Education Sciences

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“…Lastly, these positive changes reported by teachers appeared to produce a ripple influence on the school climate (Cavioni et al, 2023c ; Martinsone and Žydžiunaite, 2023 ). The serious game intervention was found to produce positive changes in the school climate in terms of cohesion and a sense of belonging.…”

Section: Discussionmentioning

confidence: 99%

Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences

Cavioni,

Conte,

Ornaghi

2024

Front. Psychol.

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IntroductionTeachers' wellbeing plays a critical role in their overall job satisfaction, motivation, and effectiveness in building supporting learning environments. In today's dynamic educational settings, where teachers often face numerous challenges and stressors, their wellbeing becomes increasingly vital. Consequently, there is an urgent need to innovate and develop targeted training interventions that can support specifically the wellbeing of educators.MethodsThis study sought to provide an overview of the “Online Wellbeing Course - OWC,” a serious game developed to enhance teachers' wellbeing, and to investigate the participants' feedback after being engaged in the OWC, utilizing a qualitative approach through focus group discussions. A total of 189 in-service teachers took part in the study. To qualitatively explore their experiences with the OWC, participants were involved in focus groups and asked to provide feedback about how and to what extent the course was beneficial for their wellbeing.ResultsTeachers reported enhancements in areas such as emotional competence, self-care strategies, social awareness, relationship skills, decision-making, and school climate.DiscussionThese outcomes suggested the potential of serious games as an innovative training approach for supporting teachers' wellbeing, offering valuable insights for researchers, policymakers, and educators.

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“…Significant differences in motivating factors were obtained for the factor of the need to form and maintain longterm and stable relationships. Research by Martinsone and Žydžiūnaite (2023) and Masoom (2021) reveal that the primary driving force behind most teachers' work is a positive attitude at school, involving students and colleagues. According to our results, this need is more pronounced among teachers working in group B.…”

Section: Findings and Discussionmentioning

confidence: 99%

Examining the role of motivation in shaping future primary school teachers' professional competence in Kazakhstan

Kereibaeva,

Zhailauova,

Baimaganbetova

et al. 2024

JEELR

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The issue of developing the professional competence of teachers is one of the priorities in the Kazakhstani education system. One of the most significant challenges in the context of improving abilities is increasing students' motivation. This study aims to examine the role of motivation in shaping future primary school teachers' professional competence. The methods of multivariate correlation analysis, a method for finding structure diagrams of motives and their integral subsystems with their subsequent analysis were used to conduct the study. The research was conducted at the Korkyt Ata Kyzylorda University (Kyzylorda, Kazakhstan). A sample of 57 participants was used for the study. The majority of respondents were female (92.36%) and male (7.64%). According to the study, it has been found that the main reason for studying among students is to receive vocational training in order to find a good and well-paid job which provides the opportunity to use personal abilities and receive higher education in their specialty. Following the findings of this study, practical recommendations are offered to increase student motivation as a factor in developing professional competence. The developed assessment-criteria diagnostic tools can be used in pedagogical monitoring in universities and in advanced training courses for teachers.

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Teachers’ contributions to the school climate and using empathy at work: implications from qualitative research in two European countries

Cited by 7 publications

References 48 publications

Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences

Examining the role of motivation in shaping future primary school teachers' professional competence in Kazakhstan

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