Sense Of Professional Efficacy Research Articles

재난 대응 직무 요구와 COVID-19 대응 인력의 번아웃

This study examined the impact of job demands of responding to the COVID-19 on psychological burnout among disaster responders. Online survey data from 1163 participants from 17 public health centers across South Korea. Multiple regression and threshold regression analyses were conducted with subscales of the MBI-GS as dependent variables. Explanatory variables were categorized into the unique factor of responding to a novel infectious disease disaster and another factor of increased general job demands related to disaster response. The results showed that the unique and general job demands differentially affected on the disaster responders’ emotional exhaustion, cynicism, and sense of professional efficacy. Furthermore, the relationships of the variables with burnout differed at the threshold of three to four imposed tasks. Agency managers and policymakers should continue to recruit and train specialized personnel on an ongoing basis, reorganize job assignments, and consider avoiding overburdening a single responder during disaster response.

Elementary School Teachers’ Openness to Cultural Diversity and Professional Satisfaction

Teachers’ professional satisfaction promotes students’ educational success. Studies have shown that teaching in a context of high cultural diversity may affect teachers’ level of satisfaction (e.g., satisfaction with students, perceived warmth in the teacher–student relationship, sense of efficacy). This longitudinal study conducted among 69 Canadian elementary school teachers found that those who reported more openness to their students’ cultural diversity presented a more positive perception of students and reported greater warmth in their relationships with students but experienced a lower sense of professional efficacy. This study highlights the importance of teachers’ openness to cultural diversity, an understudied variable.

Using Your Outside Voice: Action Research Speaks for the School Librarian


 
 
 Successful school library programs occur through careful planning and reflection. School librarians who are reflective practitioners observe how learning occurs in the library and the classroom and consider ways to improve it. They consult research and collaborate with teachers so students are more successful. This reflective process is improved when it is applied in a systematic way, through action research. With action research, reflection is based on evidence, using data collected by the practitioner.This study presents cumulative outcomes from 156 action research projects conducted by 39 school librarians. It also includes results from a follow-up survey completed by 19 of the 39 school librarians that demonstrates how conducting action research affects their sense of professional efficacy.
 
 

An Unfolding Crisis in the Satisfaction and Supply of Teachers in Illinois

During the COVID-19 pandemic, the professional realities of teachers were upended to a degree experienced by few other professionals. Yet, the importance of high-quality, well-supported teachers was never more apparent. This Policy Spotlight contextualizes the professional and personal challenges experienced by K-12 educators during the COVID-19 pandemic within the policy issue of the ongoing Illinois teacher shortage. Drawing from a qualitative study of Illinois teachers’ well-being and professional efficacy during the pandemic, the Policy Spotlight provides specific examples of the intensified challenges teachers faced during the Summer and Fall of 2020. These included pandemic-induced threats to their or their families’ health, safety, and financial stability. Further, teachers reported deep concern for the safety and well-being of their students, some of whom they feared were caught in situations of adversity or trauma. Teachers also shared concern that the urgent transition to remote or blended learning disrupted their successful routines and threatened their sense of professional efficacy. Despite the best efforts of school leaders, many teachers were not supplied with the appropriate resources or support to transition modalities. Although educators, administrators, and school personnel across the state worked hard to plan and implement schooling that best responded to the needs of families and communities, numerous challenges, fears, and concerns persisted. These fears and challenges carried the potential to lead to increased teacher attrition. To stave off or lessen severe teacher shortages caused by the COVID-19 pandemic, the author argues for the revitalization of policy and community supports that would enable teacher retention. These include investments in teacher preparation, continuing education, school staffing, and other structural supports.

Relationships between work conditions, job satisfaction and burnout in Israeli Ministry of Education art therapists

ABSTRACT Background: Art therapists in the education system work within a framework that is not therapeutic in orientation, a fact which has implications for their work environment. Aims: This study examined the relationships between working conditions and between job satisfaction and burnout of art therapists employed by the education system in Israel. Method: Forty-nine therapists completed a set of self-report questionnaires at the beginning, middle and end of the academic year. Results: Several significant correlations between the therapists' perceptions of their working conditions and between burnout and job satisfaction were found. The better the therapists' perception of inter-professional team collaboration, the greater their sense of professional efficacy. More satisfactory perceptions of the working conditions in the therapy room were associated with a lesser sense of exhaustion. Most of the correlations between the variables emerged at Time 2, midyear. Conclusions: Midyear is characterized by more consecutive workdays, which allows for more staff meetings than in the first and last trimesters of the school year and is considered the main period for therapeutic work to take place. The findings, which partially support the hypotheses, also illustrate the moderating role of inter-professional team collaboration on the relationship between the number of clients and the exhaustion dimension of burnout. Plain-language summary Art therapists in the education system work within a framework that is not therapeutic in orientation and has highly specific working conditions. This study examined whether there is a relationship between working conditions; the suitability of the therapy room, the quality of the interprofessional team collaboration, and the number of clients, and between job satisfaction and burnout in 49 art therapists employed by the education system in Israel. The therapists were sent an online link from the researchers to complete self-report questionnaires at the beginning, middle and end of the academic year. We found several significant correlations between the therapists’ perceptions of their working conditions and between burnout and job satisfaction. The better the perception of inter-professional team collaboration, the more job satisfaction was reported at Time 2. The better the therapists’ perception of inter-professional team collaboration in the school system, the greater their sense of professional efficacy at Times 1 and 2 and the less their sense of exhaustion at Time 2. More satisfactory perceptions of the working conditions in the therapy room were associated with a lesser sense of exhaustion at Times 1 and 2. Most of the correlations between the variables emerged at Time 2, midyear. This period is characterised by more consecutive work days, which allows for more staff meetings than in the first and last trimesters of the school year, and is considered the main period for therapeutic work to take place. The findings also show that inter-professional team collaboration affects the relationship between the number of clients and burnout from exhaustion.

Manifestações da síndrome de burnout entre estudantes de graduação em enfermagem

Para conhecer as manifestações da síndrome de burnout presentes entre estudantes de graduação em enfermagem, realizou-se pesquisa qualitativa com 24 estudantes de graduação em enfermagem de uma universidade pública do Sul do Brasil, mediante entrevistas semiestruturadas. Utilizou-se a Análise Textual Discursiva, definindo-se, a priori, três categorias referentes às dimensões do burnout em estudantes: exaustão emocional, descrença e baixa eficácia profissional. As especificidades das situações vivenciadas pelos estudantes estão associadas à exaustão emocional, contribuindo para seu distanciamento dos estudos e o comprometimento do seu sentimento de eficácia profissional. As manifestações de desgaste, distanciamento dos estudos e ineficácia referidas pelos estudantes requerem atenção e valorização por parte das instituições de ensino, com planejamento e implementação de ações para minimizar o estresse ocasionado pelas situações identificadas, as quais parecem estar associadas ao desenvolvimento das dimensões do burnout entre os estudantes.

617 – Therapeutic orientations, professional efficacy and burnout among substance abuse social workers in israel

This study investigates the therapeutic orientations of substance abuse social workers and the relationship between these orientations and burnout. Ninety-two social workers who provided outpatient treatment to people suffering from substance abuse disorders in Israel participated in the study. The results obtained demonstrated that among substance abuse social workers the psychodynamic and ecosystems therapeutic orientations were more prominent than the cognitive-behavior orientation. A greater adherence to the cognitive-behavior orientation was associated with a higher sense of professional efficacy; a greater adherence to the psychodynamic orientation was associated with a higher level of exhaustion; and greater adherence to the ecosystems orientation was associated with lower levels of exhaustion and cynicism. Females reported lower levels of exhaustion and cynicism. The cognitive-behavioral orientation mediated the connection between the social workers' experience in the field of substance abuse and two dimensions of burnout - exhaustion and professional efficacy. Significance of the findings for improving the well-being of substance abuse social workers and for the advancement of psychosocial services is discussed.

Perceived effects of action research on teachers' professional efficacy, inquiry mindsets and the support they received while conducting projects to intervene into student learning

Based on information gleaned from questionnaires and interviews with teachers who engaged in action research as a capstone to their Master's program during the years 1992 through 2001, and on data from these teachers' administrators and colleagues, six assertions are reported. (1) Teachers sustained the ‘inquiry mindset’ gained while learning the processes associated with conducting action research and continued using aspects of the process; however, conducting new projects was less likely. (2) Teachers' sense of professional efficacy was enhanced, even after many years had intervened. (3) Action research had immediate benefits for students but long-range benefits were not determined. (4) Though challenging, teachers perceived conducting action research was professionally valuable. (5) Teachers reported that administrators, although supportive, played passive roles, whereas colleagues were more collaborative during planning and implementing their projects. (6) Teachers described school environments conducive to conducting action research as ones that provide structures for teams to work on mutual goals supported by strong administrative leadership.

The BRIDGE project: bridging the gap between university and schools. Being Responsive to Individual Differences in General Education.

BRIDGE (Being Responsive to Individual Differences in General Education) is a partnership between university faculty and two elementary schools, focusing on the collaborative practices and programs in general and special education. University faculty have adopted new roles as facilitators, rather than "experts," in working side by side with teachers seeking to increase their sense of professional efficacy. Teachers at the two sites collaborate with university faculty and each other in acquiring new information and practices within four initiative areas. The four initiatives, designed generally to support professional development toward meeting the needs of struggling students, are (a) collaboration between special and general education, (b) family liaisons, (c) teacher research, and (d) teacher education. University student teachers at these two schools receive their clinical education in settings ripe with teacher inquiry, collaboration, and ongoing development of new and creative strategies.