Subjective Well-being Of Teachers Research Articles

Öğretmenlerin Öznel İyi Oluşları İle Mesleki Dayanıklılıkları Arasındaki İlişkinin İncelenmesi

This research aims to determine teachers’ perception levels regarding subjective well-being and their occupational resilience, and reveal the relationship between these two variables. Having a relational survey design, the research was carried out with teachers working at schools located within the province of Şanlıurfa in Turkey. The sample held a total of 346 teachers who work at different school types during the 2017-2018 academic year. Among the participants, 163 were women and 183 were men. This research deployed “Personal Information Form”, “Teacher Subjective Wellbeing Questionnaire (TSWQ)” and “Occupational Resilience Beliefs Scale for Teacher Candidates” as data collection tools. The research data were analyzed through the use of SPSS 21 statistical package program. Frequency, arithmetic mean and standard deviation values were calculated in order to determine the teachers’ perception levels regarding the subjective well-being and their occupational resilience. Pearson-Moment Product Correlation method was used to identify whether there was a significant relationship between the teachers' subjective well-being and their occupational resilience perception levels. Besides, multiple regression analysis was performed to determine as to whether the teachers’ subjective well-being predicted their occupational resilience. Research findings revealed that the teachers’ perception levels regarding subjective well-being and occupational resilience beliefs were quite high. A medium, positive and significant relationship was noted between the teachers’ subjective well-being and their occupational resilience. The subjective well-being of the teachers was found to significantly predict the occupational resilience and explains 71% of the total variance.

Subjective well-being of teachers in modern Russian universities

Based on applied research, the article analyzes the indicators of subjective well-being of scientific and pedagogical workers of leading Russian universities. The empirical basis of the study is the results of 8 focus groups with the participation of over 60 university employees and the data of a mass survey of 246 teachers from federal universities. The concept of research on subjective well-being includes the study of a person's cognitive affective assessment of various aspects of his life. The results of the study show that among the university staff surveyed, situational positive emotions prevail over negative feelings, and the level of happiness is slightly higher than the average for the Russian population as a whole. At the level of the cognitive component, quite critical assessments by university teachers of their socio-economic status and working conditions are recorded. However, the importance of economic well-being for university staff is inferior to the values of interesting work, realization of abilities, and recognition of colleagues and students. At the same time, modern education reforms can negatively affect the professional well-being of university employees, as the workload is growing the risks are increasing with the risks of switching to a part-time job or job loss.

What makes rural teachers happy? An investigation on the subjective well-being (SWB) of Chinese rural teachers

Through an interdisciplinary lens, this study proposes a multi-dimensional conceptual framework for analyzing rural teacher subjective well-being (SWB) and examines it with survey data from rural teachers across 29 counties in 10 provinces in mainland China. The results demonstrate that an array of factors significantly impact rural teacher SWB, including gender, age, administrative position (in the individual dimension), and marriage (in the family dimension), as well as class size, wages, and professional training (in the school dimension). More prominently, compared with absolute wages, rural teachers’ perception of relative wages is far more important. Additionally, rural teachers in administrative positions tend to have a higher SWB, which demonstrates their needs to be involved in school management. Some policy implications for China and other developing countries are also provided.

Öğretmen Öznel İyi Oluş Ölçeğinin Türkçeye Uyarlanması: Geçerlik ve Güvenirlik Çalışması

The aim of this study was to adapt Teacher Subjective Wellbeing Questionnaire which was developed by Renshaw, Long and Cook (2015) to Turkish culture. Data were obtained from 544 teachers working at schools of Ministry of Education. The questionnaire consists of 8 items and 2 factor named School Connectedness and Teaching Efficacy. Explanatory Factor Analyses (EFA) and Confirmatory Factor Analysis (CFA) were executed to test the construct validity of the scale. As a result of the exploratory factor analysis, it was found that scale had a two dimensional structure as in the original scale. Results of CFA indicated that the fit values of the model were acceptable (x²= 56.01, sd= 18, RMSEA= .075, NFI= 0.97, NNFI= 0.96, CFI= 0.98, GFI= .096, AGFI= 0.93, GFI= 0.96, SRMR=0.04). Reliability coefficients of the total scale was .82. According to study findings scale adapted to Turkish culture is a valid and reliable measurement tool for teacher subjective wellbeing.

Technical Adequacy of the Teacher Subjective Wellbeing Questionnaire With Brazilian Educators

The present study reports on the technical adequacy of a cultural adaptation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with a sample of Brazilian educators ( n = 268). Responses to a Brazilian Portuguese version of the TSWQ (TSWQ-BP) indicated a sound two-factor measurement model as well as convergent validity with teachers’ responses to domain-general measures of wellbeing. Measurement invariance analyses comparing the Brazilian sample with a U.S. sample ( n = 185) indicated support for configural invariance but not for metric invariance. Taken together, findings provide preliminary evidence supporting the technical adequacy of scores derived from the TSWQ-BP for measuring Brazilian teacher wellbeing. Yet, results also suggest that it is currently inadvisable to use scores from the measure to directly compare the wellbeing of Brazilian and U.S. educators.

Assessing Teacher Wellness: Confirmatory Factor Analysis and Measurement Invariance of the Teacher Subjective Wellbeing Questionnaire

Previous research demonstrates that there is an association between effective teaching and teachers’ positive psychological functioning at work. The current study explores the factor structure of the Teacher Subjective Wellbeing Questionnaire (TSWQ), which is a brief measure of two key dimensions of teachers’ positive psychological functioning: school connectedness and teaching efficacy. Confirmatory factor analysis was conducted on TSWQ responses from a sample of 1,883 teachers across eight states, with results suggesting that the TSWQ is a structurally valid measure of its two purported teacher well-being constructs. Furthermore, measurement invariance analyses reveal that the factor structure of the TSWQ stays consistent across elementary, middle, and high school teachers. Taken together, findings from the current study further support the technical adequacy and, by extension, the applied use of the TSWQ in schools to screen for intervention, measure outcomes, and monitor progress.

Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy.

Teacher quality has a vital influence on student success or failure. Thus, further research regarding teacher effectiveness, teacher evaluation, teacher well-being, and teacher contributions is essential to inform school psychologists and allied educational professionals who collaborate and consult with teachers to facilitate student success. In this special topic section of School Psychology Quarterly, a series of 6 articles further elucidate teachers' powerful contributions to student outcomes along with concrete, research-based ways for school psychologists to support and collaborate with teachers. The studies included in the special section describe how teacher support facilitates students' positive academic and social-emotional outcomes and how students' attitudes toward learning moderate the association between the classroom environment and students' academic achievement. Studies also report on the development and validation of self-report measures focused on both teacher subjective well-being and teachers' use of evidence-based practices. Finally, the articles included in the special topic section offer insights and ideas for refining teacher evaluation practices, understanding the factors contributing to program implementation fidelity, and improving prevention, early identification, and intervention efforts aimed at fostering school completion and positive youth development.

Assessing teachers' positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire.

This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed.

School Attachment Among Taiwanese Adolescents: The Roles of Individual Characteristics, Peer Relationships, and Teacher Well-Being

This study examines the effects of individual characteristics (school grade and gender), peer relationships (peer support and peer victimization), and the subjective well-being of teachers (depression and job satisfaction) on students’ attachment to school. Twenty-four classes in grades 7 through 9 at two middle schools in Taipei were selected as the sample, and survey data were obtained from students and homeroom teachers. Hierarchical linear modeling was used to conduct a two-level analysis on 720 students and 24 teachers with valid data on all research variables. A series of models were constructed and tested stepwise. The results indicated that students’ average school attachment scores varied significantly among classes. A higher school grade was associated with reduced attachment while no gender difference was found. Peer support had a positive influence and peer victimization had a negative effect on school attachment. Finally, job satisfaction of the homeroom teachers positively contributed to students’ attachment to school, but teachers’ depression had no significant effect. Implications for creating a positive classroom environment were discussed.