Teaching young children: perceived satisfaction and stress

Moriarty, Viv; Edmonds, Suzanne; Blatchford, Peter; Martin, Clare

doi:10.1080/00131880010021276

Cited by 67 publications

(48 citation statements)

References 6 publications

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“…In addition to these, there are multiple other reasons that are can lead to occupational malaise and, consequently, job dissatisfaction. These can include different kinds of concerns with students (Moore, 2012), lack of autonomy (Mihans, 2008;Zembylas & Papanastasiou, 2006), deprofessionalization , low status (Rice, 2005) and salary (Ingersoll, 2001;2003, 28), changes in curricular content (Castro, Santiago, Villardefrancos, & Otero-López, 2009), monotony of daily routines (Marlow, Inman & Betancourt-Smith, 1996, 3), lack of opportunities to participate in decision-making (Cochran-Smith, 2004), excessive bureaucratic (Moriarty, Edmonds, Blatchford, & Martin, 2001) and growing teacher responsibilities, and paperwork (Dinham & Scott, 2000;Hargreaves, 1994;Perrachione et al, 2008).…”

Section: Factors That Are Causing Job Dissatisfactionmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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Mäkelä, Kasper PE teachers' job satisfaction, turnover, and intention to stay or leave the profession Jyväskylä: University of Jyväskylä, 2014, 100 p. (Studies in Sport, Physical Education and Health ISSN 0356-1070; 208) ISBN 978-951-39-5766-7 (nid.) ISBN 978-951-39-5767-4 (PDF) Finnish summary Diss.The purpose of this study was to assess Finnish PE (physical education) teachers' job satisfaction, turnover, intention to leave the profession, and profession. Reasons behind the turnover or intention to leave were also determined. In addition, reasons for job satisfaction and retention in the profession were measured.Data was obtained from the PE teachers' job and education satisfaction project, which was undertaken in the Department of Sport Sciences. This study was aimed at PE graduates from the University of Jyväskylä between 1980 and 2008. Overall, the target group included 1480 PE graduates. Two structured questionnaires were sent to this group. The first questionnaire was directed at those who were teaching PE and the other for those who were working in some other profession. A total of 1084 PE graduates answered the questionnaire.Approximately 76% of respondents were working in the PE teaching profession, while 23% were working in some other profession and 20 respondents were retired. Of those who were working in the PE teaching profession, 79.5% were either satisfied or very satisfied with their jobs. However, 39% of the PE teachers identified an intention to leave the profession. A Mann-Whittney test revealed that workload and stress factors influenced women more than men in their intention to leave. Intentions to leave were highest among those who had been working 16 to 20 years as a PE teacher. Of those who had changed their profession, 44% were still working in school-related professions (movers), while 56% were working outside of a school context (leavers).A t-test comparison between men and women with revealed that rushed and tight schedules, poor working conditions, and physical workload influenced women more than men in their decision to leave. For men, lack of collegial interaction was more of a driver to leave than for women. Only a quarter of former PE teachers said that they had any intention to return to PE teaching. Logistic regression analysis revealed that good working conditions, well-organized teaching, and respect are important factors for satisfaction and retaining PE teachers in the profession. It was also found that physical workload should be taken into consideration for older PE teachers, especially female PE teachers.An understanding of factors that can cause job dissatisfaction and intention to leave is important for reducing PE teacher turnover and improving the quality of the work life of PE teachers. Retaining qualified PE teachers in the profession is essential for offering quality PE for pupils.

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Section: Factors That Are Causing Job Dissatisfactionmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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“…These international concerns have been evidenced by research works conducted in China (e.g., Chan, 1998Chan, , 2002, Germany (e.g., Van Dick & Wagner, 2001; Van-Der-Doef & Maes, 2002), the Netherlands (e.g., Brouwers, Evers, & Tomic, 2001;Evers., Brouwers, & Tomic, 2002), the UK (e.g., Hastings, & Bham, 2003;Moriarty, Edmonds, Blatchford & Martin, C., 2001), the USA (e.g., Abel, & Sewell 1999;Brewer & Mahan, 2003, Dworkin, Saha, & Hill 2003, Australia (e.g., Dorman, 2003), Israel (e.g., Friedman, 2003), and Spain (e.g., Calvete & Villa, 1999;Doménech-Betoret, 2006;Flores & Fernandez-Castro, 2004).…”

mentioning

confidence: 99%

Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

Betoret

2009

Educational Psychology

208

116

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“…Esto a su vez está relacionado con una inadecuada supervisión, puesto que no recibir retroalimentación sobre los resultados de la actividad laboral puede incrementar el nivel de cansancio emocional (Calvete, 2010;Díaz et al, 2012;Esteras et al, 2014;Gómez-Restrepo et al, 2009), aunque hay estudios que no observan que este dato sea significativo (Moriana, 2002). Además, Diazgranados, González y Jaramillo (2006, como se citó en Ibáñez et al, 2012) y Moriana (2002 señalan que las sucesivas reformas educativas son un factor relevante para explicar el nivel de estrés de los docentes, al igual que la escasa valoración de sus propuestas y mejoras a nivel formativo y profesional (Moriarty, Edmonds, Martin, & Blatchford, 2001). Por tanto, no sería extraño observar síntomas de ansiedad y estrés en esta población ante los cambios constantes en materia de reforma educativa.…”

Section: Discussionunclassified

Evaluación psicológica del síndrome de burnout en profesores de educación primaria en la Comunidad de Madrid: comparación entre centros públicos y concertados

2017

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Este estudio explora el estado psíquico de profesores de tercer ciclo de primaria de varios centros públicos y concertados de la Comunidad de Madrid. Se evaluó la sintomatología ansiosa y depresiva y el síndrome de Burnout mediante la Escala de Ansiedad y Depresión en Hospital (HADS) y el Cuestionario de Burnout del Profesorado (CBP-R). Los resultados indicaron que, aunque los docentes de colegios concertados puntúan más alto en sintomatología ansiosa, con diferencias estadísticamente significativas, los profesores de colegios públicos presentan mayor Burnout, de modo estadísticamente significativo, en las escalas de cuestiones organizacionales, supervisión y reconocimiento.

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Teaching young children: perceived satisfaction and stress

Cited by 67 publications

References 6 publications

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

Evaluación psicológica del síndrome de burnout en profesores de educación primaria en la Comunidad de Madrid: comparación entre centros públicos y concertados

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