The effect of psychological violence on preschool teachers’ perceptions of their performance

Çetin, Zeynep; Danacı, Miray Özözen; Kuzu, Abdullah

doi:10.15700/saje.v40n1a1738

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…This is evidenced in the results of the average value acquisition at the level of urgency for e-module development which is above 3.40. This research is in line with the research success in applying parametric statistical tests with the comparative analysis used to find out differences in student opinions with the results of the average score (Alnahdi, 2020;Çetin et al, 2020;Klibthong & Agbenyega, 2020;Opoku et al, 2020;Razavipour et al, 2021;Yan, 2018). In general, the clinical dietetics emodule developed has advantages in terms of practicality, can be studied anywhere, is easy to carry, can be run on a smartphone or laptop without an internet connection.…”

Section: Discussionsupporting

confidence: 72%

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Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

et al. 2022

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The unavailability of interactive media, namely e-module, has an impact on students so that they tend to be passive and less interested in learning in clinical dietetics subjects, resulting in student learning outcomes that are not by competency standards. This study aims to develop and prove the feasibility of e-modules in nutrition science and explore the importance of developing e-modules to improve learning achievement. This study is a Research and Development (R&D) using a 4-D model with a quantitative approach. The subjects of this study were students of class X majoring in culinary, which amounted to 124 respondents. The data collection technique used interviews and questionnaires that were used to validate and prove the results of the e-module feasibility. The results of material expert validation show that the e-module is very feasible to use with a percentage of 91.250%, media experts contribute to media eligibility 91.875%, while student assessments get 86.618% eligibility. So that the clinical dietetics e-module is feasible to be used as learning. Parametric statistics with comparative analysis of two samples using the T-test, Dunnet-C, and Tukey's test were conducted to determine differences in the variables of gender, age, and class. Comparative analysis proves that there is no significant difference between class X students in assessing the development of nutrition science e-modules. The existence of a clinical dietetics e-module can make it easier for students to learn and carry out learning independently so that student learning outcomes are according to competence.

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Section: Discussionsupporting

confidence: 72%

“…The hypothesis in the Dunnet C test and Tukey test will be accepted if the F-value < Ftable, and p (sig.) >0.05 (Çetin et al, 2020;Klibthong & Agbenyega, 2020;Opoku et al, 2020;Yan, 2018).…”

Section: Figure 1 Development Design On Nutrition Science E-modulementioning

confidence: 99%

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

et al. 2022

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“…This could potentially amplify the negative impact of negative workplace gossip on their thriving at work. Although this study was conducted in the Chinese context, the phenomenon it investigates is prevalent in kindergarten workplace settings ( Cantisano et al, 2007 ; Royer and Moreau, 2016 ; Çetin et al, 2020 ). Therefore, the findings of this study have implications for research on kindergarten teachers in different cultural contexts.…”

Section: Discussionmentioning

confidence: 99%

The relationship between negative workplace gossip and thriving at work among Chinese kindergarten teachers: the roles of psychological contract breach and bianzhi

Feng

Xiong

et al. 2023

Front. Psychol.

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IntroductionExploring the influencing factors and functioning mechanisms of thriving at work is of practical significance both for teachers and kindergartens. Based on the socially embedded model of thriving at work, this study aimed to examine the association between negative workplace gossip and thriving at work. The mediating role of psychological contract breach and the moderating role of bianzhi were also examined.MethodsA total of 1105 Chinese kindergarten teachers were chosen to complete a questionnaire on negative workplace gossip, psychological contract breach, and thriving at work.ResultsThe results demonstrated that negative workplace gossip was positively associated with psychological contract breach and negatively associated with thriving at work. In addition, psychological contract breach was negatively associated with thriving at work. According to the mediation model test, psychological contract breach was a mediating factor between negative workplace gossip and thriving at work. The impact of psychological contract breach on thriving at work could be further moderated by bianzhi.ConclusionThis study complements knowledge systems about the influential factors and functional mechanisms of thriving at work. In practical terms, this study offers a fresh and innovative perspective for kindergartens seeking to enhance teachers’ thriving at work.

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Psychological hardiness as a mediator variable between workplace bullying and job anxiety among early childhood teachers: implications for healthcare

Ahmed

2021

IJHRH

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Purpose Early childhood teachers play a significant role in building children’s success in their first years of school. Therefore, a healthy early childhood workforce in a healthy working environment is an essential aspect of effective early childhood services. This paper aims to explore the extent to which psychological hardiness can be considered as a mediator variable between exposure to workplace bullying and job anxiety among early childhood teachers. Design/methodology/approach A homogeneous sample comprised of 200 early childhood teachers. For data collection, the researcher used the workplace bullying scale, the psychological hardiness scale and the job anxiety scale among early childhood teachers (prepared by the researcher). Findings The findings indicated that psychological hardiness mediates the relationship between exposure to workplace bullying and job anxiety among early childhood teachers. Originality/value The research result highlighted the necessity of providing counseling programs for early childhood teachers helping them eliminate work stress that affects their job performance. In addition, the kindergarten administration must concentrate on how to effectively communicate and cooperate with early childhood teachers in light of regulations, policies and laws to defeat the spread of workplace bullying. The results of this research contributed to the existing literature by examining the relationship between the research variables, particularly in the early childhood education context.

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The effect of psychological violence on preschool teachers’ perceptions of their performance

Cited by 5 publications

References 16 publications

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

The relationship between negative workplace gossip and thriving at work among Chinese kindergarten teachers: the roles of psychological contract breach and bianzhi

Psychological hardiness as a mediator variable between workplace bullying and job anxiety among early childhood teachers: implications for healthcare

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