published_or_final_version / abstract / toc / Education / Doctoral / Doctor of Philosophy

The objective of this study is to assess the relationship between work engagement, job demands and job resources in a sample of educators. A cross-sectional survey design was used. Convenience samples (N = 157) were taken of educators in an area of Pietermaritzburg, KwaZulu-Natal. The Utrecht Work Engagement Scale and the Job Demands Resources Scale were administered to the sample of educators. The results showed that job resources are significant predictors of work engagement. Also, growth opportunities and organisational support played a major role in educators’ engagement and thus needs to be made a priority in the education system. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2012.

The occupational field of teaching is under attack as it faces high turnover rates– ultimately resulting in a weakening of the educational system. The present study is rooted in Fredrickson‟s Broaden and Build theory and aimed to examine the relationship between occupational stress, psychological capital, happiness and turnover intentions among teachers. Studies have found that positive emotions (psychological capital or happiness) can alleviate turnover intentions among teachers. A quantitative research design was used to collect data. The study took the form of a cross sectional survey design with a random sample (N-140) of teachers from 7 different schools in the Durban, Kwazulu Natal region. The data was collected with the use of five questionnaires. These included a biographical questionnaire, Teacher Stress Inventory, Psychological Capital Questionnaire, Orientation to Happiness Scale and the Turnover Intention Scale. Data analysis included descriptive and inferential statistics which was conducted on the statistical program SPSS 18. The results were as follows: firstly, the teachers in this study reported general work stress (poor organisational management, role ambiguity and job satisfaction) and task stress to be the principle stressors in their occupational field. Secondly, the teachers in the present study reported experiencing positive emotions such as pleasure, meaning and engagement. Third, practically and statistically significant relationships were found between work related stress and task stress, PsyCap and pleasure and meaning, PsyCap and engagement, PsyCap and turnover intentions and between pleasure and meaning and engagement. From the above relationships, it can be seen that PsyCap promotes positive experiences in stressful occupational environments. Hence, the lack of PsyCap has the potential to exacerbate the experience of turnover intentions amongst teachers. Lastly, the results confirmed that psychological capital is a predictor of pleasure and meaning amongst teachers despite their stressful occupational field. Thus, the results showed that positive emotions and psychological capital may have the potential to alleviate turnover intentions amongst teachers. The present study is limited in the following ways: First, is the poor response rate (65%), thus reducing the sample size to 91. Second, this study used a cross-sectional research design as opposed to a longitudinal research design. Therefore, the results of this study cannot determine causality between the variables. Lastly, the data came from self-reported questionnaires, this can affect the reliability and validity of the data. As the participants may have answered the questions to reflect more socially acceptable responses. Although this study has limitations it acts as a starting point for research on the positive psychological perspective on the constructs occupational stress, PsyCap, happiness and turnover intentions. Specifically, future studies should focus on examining and developing hope optimism and self-efficacy amongst teachers as the present study found that the above three constructs of PsyCap contributed to positive emotions such as engagement amongst teachers. An improved understanding of the above constructs is a step toward alleviating turnover intentions amongst teachers and possibly other occupational fields. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2012.

M.Ed. (Psychology of Education) / This research study originated from the belief that teachers in general, and secondary school teachers in particular, are under an inordinate amount of stress brought about largely as a result of their work as teachers and educators. Moving from that basic premise the research unfolded towards exploring at both theoretical and empirical level, the major causes and management of stress in education within a South African educational context. The study starts with a carefully structured Statement of the Problem, which provides valid reasons why this research is needed (i.e. the motivation for this study), it lists the key areas of concern under 'specific statement of problem', the details regarding the purpose and plan are made clear and finally the method of research is stated. The point is made in this chapter that the basic motive of this research study is to help teachers understand and manage stress in a far more efficient we. The second chapter introduces the challenges of Defining Stress and attempts to appraise several current definitions and approaches to this problem. After a consideration of the now classical General Adaptation Syndrome (GAS), some pertinent reactions to stress are listed, the experience of stress is discussed and the three current approaches, or definitions of stress, namely: response-based, stimulus-based and interaction, are defined and debated.

The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.

Teaching is a stressful, uncertain, and emotionally laden profession (Chaplain, 2008; Farber, 1999; Johnson et al., 2005). One approach to reduce psychological distress and improve well-being in teachers is through the use of mindfulness-based stress reduction (MBSR) programs. While MBSR programs have been shown in several studies to be effective with regard to improving well-being in teachers, little research has been done to date examining the relationship between program dose and outcomes. This study examines the relationship between both generic and program-specific dose and outcomes of stress and burnout. Results showed some evidence that generic yoga frequency is related to outcomes. No significant relationships between program-specific dose and outcomes were found. Directions for future research are discussed.

Principal support enhances the work-place environment and encourages teachers to do their best. Little is known, however, about the support behaviors of principals that teachers perceive to be important. Previous studies have focused on the 'broad concepts' of principal support without addressing specific behaviors. Therefore, a more comprehensive investigation is needed into what general and special education teachers consider important principal support behaviors. The purpose of this study was to identify the support dimensions that both general and special education teachers perceive that they receive from their principalS and determine which dimensions they consider most important. A secondary purpose was to investigate the effects of perceived principal support on teacher stress and personal health, job satisfaction, school commitment and intent to stay in teaching. / Ed. D.

published_or_final_version / Education / Master / Master of Education

Lee Chi On. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (p. 132-145). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

by Hui Wai Tin. / Bibliography: leaves 76-82 / Thesis (M.A.Ed.) - Chinese University of Hong Kong, 1984