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The relationship between wellbeing indicators and teacher psychological stress in Eastern Cape public schools in South Africa

机译:南非东开普公立学校幸福感指标与教师心理压力的关系

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Orientation: Positive psychological and subjective wellbeing indicators have proven to be protective against certain physical illnesses but have been rarely assessed in teacher stress.Research purpose: The main objective of this study was to assess the relationship between indicators of wellbeing and stress and to further assess the relative importance of these wellbeing indicators in explaining stress variance in a large sample of Eastern Cape primary and high school teachers in South Africa.Motivation for the study: The majority of teacher stress studies focus on the misfit between the individual's resources and the environmental demands. There is a scarcity of studies reporting on protective factors in teaching and we know little about their possible role as possible protective factors against stress. This is important in developing stress prevention strategies.Research design, approach and method: A cross-sectional survey was used targeting public school teachers in the Eastern Cape. The sample size was 562 randomly selected teachers from both public primary and high schools.Main findings: The results revealed that stress is prevalent amongst teachers. Subjective and psychological wellbeing factors added significantly to the explained stress variance. Also, both negative affect and role problems had significant positive correlations with stress, whilst psychological wellbeing had a strong inverse relationship with stress.Practical/managerial implications: The results implied that interventions focusing on improving psychological wellbeing and reduction of negative affect can contribute to stress prevention.Contribution/value-add: The results contributed towards a better understanding of the relative importance of wellbeing constructs as protective factors against teacher stress.
机译:方向:积极的心理和主观幸福感指标已被证明可以预防某些身体疾病,但很少在教师压力下进行评估。研究目的:本研究的主要目的是评估幸福感和压力指标之间的关系,并进一步评估这些幸福指标在解释南非东开普省小学和中学教师的大量样本中的压力差异时的相对重要性。研究动机:大多数教师压力研究关注个人资源与环境需求之间的不匹配。关于教学中保护因素的研究很少,我们对其作为压力的可能保护因素可能发挥的作用知之甚少。研究设计,方法和方法:针对东开普省的公立学校教师进行了横断面调查。样本量是从公立小学和中学随机抽取的562名教师。主要发现:结果表明,压力在教师中普遍存在。主观和心理健康因素大大增加了解释的压力差异。此外,消极情绪和角色问题与压力都有显着的正相关,而心理健康与压力有很强的逆向关系。实践/管理意义:结果暗示着重于改善心理健康和减少消极情绪的干预措施可能导致压力预防/贡献/增值:研究结果有助于更好地理解幸福感作为抵御教师压力的保护因素的相对重要性。

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