Thematische Bibliographien / SUBJECTIVE WELL-BEING OF A TEACHER

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Auswahl der wissenschaftlichen Literatur zum Thema „SUBJECTIVE WELL-BEING OF A TEACHER“

Autor: Grafiati

Veröffentlicht am 1. Juli 2021

Zuletzt aktualisiert am 13. Februar 2022

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Zeitschriftenartikel zum Thema "SUBJECTIVE WELL-BEING OF A TEACHER"

Farhah, Irsyad, Airin Yustikarini Saleh und Shahnaz Safitri. „The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience“. Journal of Education and Learning (EduLearn) 15, Nr. 2 (01.05.2021): 267–74. http://dx.doi.org/10.11591/edulearn.v15i2.18330.

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A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.

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Manasia, Loredana, Andrei Pârvan und Melania Macovei. „Towards a Model of Teacher Well-Being from a Positive Emotions Perspective“. European Journal of Investigation in Health, Psychology and Education 10, Nr. 1 (21.02.2020): 469–96. http://dx.doi.org/10.3390/ejihpe10010035.

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Teacher well-being represents a key factor in assuring the quality of learning in terms of both process and outcomes. Despite a growing literature addressing the role of job demands and job resources in teacher well-being, fewer studies have focused on the effect of individual variables. The present paper aims at developing a teacher well-being model using self-efficacy and teaching emotions such as enjoyment of teaching, anger and anxiety to explain the influence of job demands and job resources on teachers’ subjective happiness. A cross-sectional quantitative design was applied to a sample of 1092 Romanian pre-university teachers. The participants completed a self-report questionnaire. Descriptive statistics, factor analysis and structural equations modelling were used to analyse the data. The findings indicate significant paths between the variables included in the model. Thus, job resources have a considerable positive influence on the enjoyment of teaching and the teachers’ subjective happiness, having a more powerful effect than personal resources, namely self-efficacy. In turn, perceived self-efficacy mediates the effect of job demands on teaching emotions and subjective well-being. It is argued that the enjoyment of teaching has a notable effect on teachers’ general well-being.

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Rosada, Admila. „The Effectivity Of Empathic Love Therapy To Increase Subjective Well-Being And Teacher Readiness In Inclusive School“. Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, Nr. 2 (11.01.2020): 248–63. http://dx.doi.org/10.14421/al-bidayah.v11i2.282.

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Inclusive education has been done in Indonesia since Law on the National Education System Number 20 the year 2003 is declared. Implementation evaluation of this inclusive education shows that teacher’s readiness in conducting inclusive classroom is still in a low level, whereas the teacher is one of the four pillars in education. The teacher feels hard to facilitate special educational needs children, so influence his/her subjective wellbeing. The education ministry has organized some technical training about inclusive education. Some research shows that the training is only focused on the theory, regulation, and technical implementation, so no session facilitates the teacher’s affection domain. Empathic Love Therapy is a therapy series with a transpersonal approach to recognize self. This research aims to know the effectiveness of Empathic Love Therapy in increasing teacher subjective wellbeing and readiness in inclusive school settings. Research instrument to collecting data uses subjective wellbeing scale and teacher readiness scale. The subjects in this research are ten shadow teachers from Yogyakarta Inclusive School Forum. The result of this research shows that Empathic Love Therapy is useful in increasing teacher subjective wellbeing, but it is not sufficient to increase teacher’s readiness to conduct inclusive classrooms. The description of this result is explained in the discussion chapter.

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Suldo, Shannon M., Allison A. Friedrich, Tiffany White, Jennie Farmer, Devon Minch und Jessica Michalowski. „Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation“. School Psychology Review 38, Nr. 1 (01.03.2009): 67–85. http://dx.doi.org/10.1080/02796015.2009.12087850.

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Gluyas Fitch, Rosa Isela, Yutzil Tania Cadena Pedraza, María del Carmen Romero Sánchez Sánchez und Monica Georgina Cinco Basurto. „Measuring the Subjective Well-being of Teachers“. Journal of Educational, Health and Community Psychology 6, Nr. 3 (18.12.2017): 25. http://dx.doi.org/10.12928/jehcp.v6i3.8316.

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Izdenczyová, Nikoleta. „Burnout and subjective well-being of teachers“. e-Pedagogium 12, Nr. 1 (01.02.2012): 46–60. http://dx.doi.org/10.5507/epd.2012.005.

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Poulou, Maria S. „Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being“. School Psychology International 41, Nr. 6 (24.08.2020): 499–521. http://dx.doi.org/10.1177/0143034320951911.

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This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM analyses revealed that teachers’ perceptions of need satisfaction and students’ perceptions of well-being were not associated with students’ emotional and behavioral difficulties. Rather, teacher-student relationships were robust predictors of these difficulties. Findings and implications for research and practice are discussed.

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García-Moya, Irene, Fiona Brooks, Antony Morgan und Carmen Moreno. „Subjective well-being in adolescence and teacher connectedness: A health asset analysis“. Health Education Journal 74, Nr. 6 (30.10.2014): 641–54. http://dx.doi.org/10.1177/0017896914555039.

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Zach, Sima, und Varda Inglis. „The Relationships Between Personality Traits, Subjective Well-Being, and Academic Achievements Among Physical Education Teacher Education Students“. Journal of Cognitive Education and Psychology 18, Nr. 1 (01.01.2019): 52–66. http://dx.doi.org/10.1891/1945-8959.18.1.52.

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The aim of this study was to portray a model that describes the relationships between personality traits, life satisfaction, positive and negative affects, stress, and academic achievements among physical education teacher education students. Participants were 173 first-year students. Four questionnaires were used to collect data: The Big Five Personality Inventory; the five-item Satisfaction with Life Scale; the Positive and Negative Affect Schedule; and the Perceived Stress Scale. In addition, the students' average grades were calculated. A Structural Equation Modeling for analyzing the structural model was performed. According to the model, 47% of the variance in subjective well-being is explained by personality traits, and 23% of the variance in academic achievement is explained by subjective well-being and the direct and indirect effects from the personality traits. Our study provides an understanding of the predictive power of personality traits and subjective well-being on academic achievements of physical education student teachers.

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Urhahne, Detlef, und Mingjing Zhu. „Accuracy of teachers' judgments of students' subjective well-being“. Learning and Individual Differences 43 (Oktober 2015): 226–32. http://dx.doi.org/10.1016/j.lindif.2015.08.007.

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Dissertationen zum Thema "SUBJECTIVE WELL-BEING OF A TEACHER"

Headley, Mollie Mccullough. „Improving Elementary Students’ Complete Mental Health: Examining the Added Impact of a Teacher-Focused Strengths-Based Intervention“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7518.

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Teaching is considered one of the most challenging professions, often associated with high levels of occupational stress and job turnover that perpetuates additional negative outcomes including depleted funding for school districts, poor education quality, and reduced student academic performance. Research shows that teachers are an integral part of the classroom with the power to positively influence students’ perceived classroom support and emotional competence (Jennings & Greenberg, 2009). Positive psychology has facilitated school-based initiatives that foster feelings of subjective well-being (happiness) through the implementation of brief, scripted activities (i.e., Positive Psychology Interventions; PPIs) that reflect the thoughts and behaviors of happy people (Layous & Lyubomirsky, 2014). Studies have demonstrated the positive impact of positive psychology interventions (PPIs) for adults (Bolier et al., 2013) and youth including a multicomponent, multitarget PPI (i.e., Well-Being Promotion Program) that improves students’ well-being (Suldo et al., 2015). McCullough’s (2015) investigation of the efficacy of a strengths-based intervention (Utilizing Signature Strengths in New Ways) on elementary teachers’ well-being revealed promising effects on teacher reduced emotional distress, increased life and work satisfaction, and SWB. This study examined the additive impact of teachers’ participation in the brief strengths-based teacher intervention (SBTI) on elementary students’ social and emotional outcomes, as reflected in levels of SWB, psychopathology, as well as classroom engagement and relationships among teachers and students. Concurrently, these elementary students took part in a Classwide Well-Being Promotion Program, a 10-week intervention targeting a variety of positive psychological constructs (i.e., positive relationships, gratitude, kindness, character strengths, hope) with additional parent and teacher components. A total of 7 classes (4 fifth grade; 3 fourth grade) within one large elementary school received the classwide, multicomponent student intervention in spring 2016, while 3 teachers were randomly assigned to participate in the SBTI concurrently. Follow-up analyses examined group differences on the variables of interest for the combined intervention (WBPP + SBTI) group, relative to classes of students engaged in the classwide-only intervention (WBPP). At immediate post-intervention, results revealed that classes of students participating in the combined intervention group did not demonstrate significantly improved student-reported life satisfaction, positive or negative affect, classmate or teacher support, emotional or behavioral engagement, nor teacher-reported relationship satisfaction, instrumental help, and emotional or behavioral engagement relative to the classwide-only intervention group. Additionally, students in classes within the combined approach reported statistically higher levels of negative affect and reduced levels of perceived teacher support relative to a classwide-only intervention group at immediate post-intervention, although the unexpected impact on negative affect appeared driven by data from students in the class led by a teacher with questionable fidelity of intervention implementation. Results of this study do not provide support that targeting teachers’ well-being through the SBTI may promote superior student outcomes for students concurrently engaged in the WBPP. Nonetheless, high levels of treatment acceptability reported by teachers and students participating in the combined intervention, as well as limitations to the study design, justify further investigation on the impact of targeting both teacher and student well-being in the context of positive psychological practices.

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Exton, Carrie. „Psychosocial stress and subjective well-being in trainee teachers : evidence from survey and diary studies“. Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442942.

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Li, Wing-chi, und 李詠芝. „Role of psychosocial factors on subjective well-being among primary school teachers of inclusive education“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196515.

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The author examined the effect of personality traits and the buffering effect of social support on psychological well-being of primary school teachers in inclusive education in Hong Kong. A sample of 200 Chinese teachers was surveyed. Hierarchical regression analysis showed that neuroticism was highly correlated with and accounted for depression, anxiety, and burnout in our sample. Family support was found to have significant main effect on depression (R² = 48%, ΔR² = 3%), and anxiety (R² = 63%, ΔR² = 2%) when the main effects of neuroticism were partialled out. Significant moderating effect of family support on the relationship between neuroticism and depression was found. To further investigate the effect of marital status on this buffering model, hierarchical regression analysis was conducted with teachers who were married and those who were single, respectively. The analyses revealed significant main effects of neuroticism regardless of teachers’ marital status. Significant main effect of family support and interaction Neuroticism x Family Support were only found for married teachers. These findings have implications that family support was an important factor in mitigating psychological distress particularly for teachers who were married and reported high level of neuroticism. Interventions of enhancing family support and school support were discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences

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Mccullough, Mollie Marie. „Improving Elementary Teachers’ Well-Being through a Strengths-Based Intervention: A Multiple Baseline Single-Case Design“. Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5990.

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Teaching is considered to be one of the most highly demanding professions, and one that is associated with high levels of stress and sometimes deleterious outcomes. Although research demonstrates that burnout and attrition are often associated with specific characteristics of the occupation (e.g., challenging workload, standardized testing, merit-based salary) minimal research focuses on how to better support teachers’ well-being. The field of positive psychology affords a new perspective in how to obtain quality mental health without solely focusing on psychopathology within a deficits-based approach. This includes the implementation of interventions (i.e., positive psychology interventions [PPI]) that target constructs of well-being (e.g., character strengths, hope, optimism, gratitude, etc.) and are associated with positive changes in authentic happiness. This study examined how a strength-based, PPI entitled Utilizing Signature Strengths in a New Way (Seligman, Steen, Park, & Peterson, 2005) impacts dimensions of teacher well-being, as well as other relevant outcomes (i.e., flourishing, burnout) within the school context. Previous research has shown that strengths-based intervention to be the PPI with the most substantial impact and the longest lasting outcomes (Seligman et al., 2005). Utilizing a concurrent multiple baseline single-case design with eight teachers, the study evaluated the effects of the strengths-based PPI on teacher’s overall happiness (i.e., subjective well-being) as indicated by self-report measures of life satisfaction and positive and negative affect. The teachers exhibited significant gains in life satisfaction and reductions in negative affect from pre- to post-intervention that were also evident one month following the intervention. Although positive affect did not significantly change from pre- to post-intervention, a significant gain was apparent at one-month follow-up. Single-case analytic strategies (i.e., visual analysis, masked visual analysis, and hierarchical linear modeling) found that the intervention positively impacted teachers’ overall subjective well-being (composite of standardized life satisfaction, positive affect, and negative affect scores). Results for single indicators of subjective well-being found variability in basic effects among different individuals (i.e., some teachers benefited more than others) further supporting the theory of person-activity fit. Regarding the intervention’s effects on secondary outcomes that were examined only at pre, post, and one-month follow-up time points, findings indicated the teachers experienced a significant increase in work satisfaction immediately following the intervention, as well as a significant increase in feelings of flourishing at follow-up. Significant decreases in negative dimensions of teachers’ mental health including stress and burnout (i.e., emotional exhaustion) were also demonstrated. Findings from the current study provide initial support for the efficacy of a teacher-focused, strengths-based intervention and its ability to improve multiple components of teacher well-being within an elementary school. Implications for school psychologists and policy, contributions to the literature, and future directions are discussed.

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Smith, Nicholas David W. „An Application of the Dual Factor Model of Mental Health in Elementary School Students: Implications for Social Functioning and Psychopathology“. Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7231.

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In the study of positive psychology and mental health there has been greater emphasis placed on the presence of indicators of well-being, as opposed to previous models solely based on the presence or absence of psychopathological symptoms. This has yielded a model titled the Dual Factor Model of Mental Health (DFM; Suldo, 2016). Psychopathological symptoms have been conceptualized as a categorical variable encompassing an elevated level of symptoms of either externalizing or internalizing disorders. Complete Mental Health (CMH) is generally conceptualized as having low psychopathology (PTH) and high subjective well-being (SWB). Previous research has indicated more positive outcomes, such as academic achievement and supportive social relationships, are associated with CMH. The DFM has been examined in adolescents and young adults, however, only one study has identified the model in elementary school students (Greenspoon & Saklofske, 2008). The current study completed secondary analysis of an archival data set (Hearon, 2017) to examine the distribution of the DFM in a sample of 178 elementary school students (grades 4th and 5th) and the impact that mental health group status had on social functioning levels with teachers and classmates. Results from this study indicated the DFM was present in a sample of elementary school students, with the majority of participants being classified in the CMH group, consistent with previous literature. Additionally, regarding students’ perceived social support of classmates and teachers, those groups with elevated levels of SWB reported greater mean values than those groups that had decreased levels of SWB. Finally, between group differences in terms of psychopathology were present, whereas within group differences in terms of externalizing and internalizing behavior were not present in any group. Implications for school psychologists, such as the importance of assessing SWB in tandem with psychopathology are presented. Finally, limitations of this study (i.e., nested data) and avenues for future research (i.e., mental health status predicting peer networks, continued evaluation of DFM psychopathology make-up) are reviewed.

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Тамир, М., und M. Tamir. „Исследование субъективного благополучия учителей Монголии : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/99996.

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Объектом исследования является субъективное благополучие личности. Предметом исследования стали особенности субъективного благополучия учителей школ Монголии. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (40 источников) и приложений, включающих в себя бланки применявшихся для исследования методик. Объем магистерской диссертации 57 страниц, на которых размещены 8 рисунков и 11 таблиц. Во введении раскрывается актуальность проблемы исследования, теоретическая и практическая значимость работы, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования. В первой главе в результате анализа научной литературы были определены теоретические основания субъективного благополучия личности, выделены основные подходы, рассматривающие данный феномен, а также его функции, структура и детерминанты. Это позволило сформулировать определение понятия «субъективное благополучие», принятое в работе за основополагающее. Особый акцент сделан на рассмотрении роли субъективного благополучия в педагогической деятельности учителя. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: Шкала «Удовлетворенность жизнью» Э. Динера (SWSL), Шкала субъективного благополучия А. ПеруэБаду (адаптация М.В. Соколовой), Шкала субъективного счастья С. Любомирски и Х. Леппер (адаптация Д.А. Леонтьева). Также в главе представлены результаты описательной статистики и сравнительного анализа результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.
The object of the research is the subjective well-being of the individual. The subject of the research is the peculiarities of the subjective well-being of school teachers in Mongolia. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (40 sources) and annexes, including the forms used for the study of the methods. The volume of the master's thesis is 57 pages, which contain 8 figures and 11 tables. The introduction reveals the relevance of the research problem, the theoretical and practical significance of the work, the elaboration of the problematics, the goal and objectives of the research are set, the object and subject of the research are determined, the main hypotheses are formulated, the methods and empirical base, as well as the stages of the research, are indicated. In the first chapter, as a result of the analysis of scientific literature, the theoretical foundations of the subjective well-being of the individual were determined, the main approaches that consider this phenomenon, as well as its functions, structure and determinants, were highlighted. This made it possible to formulate the definition of the concept of "subjective well-being", which was taken as fundamental in the work. Particular emphasis is placed on considering the role of subjective well-being in the pedagogical activity of a teacher. The second chapter is devoted to the empirical part of the study. It contains a description of the organization and methods of the study and the results obtained by all the methods used: E. Diener's “Satisfaction with life” scale (SWSL), A. Peruebadu's subjective well-being scale (adaptation by M.V. Sokolova), S. Lubomirsky and H. Lepper (adaptation by D.A. Leontiev). The chapter also presents the results of descriptive statistics and comparative analysis of research results. Conclusions from Chapter 2 include the main findings of the empirical study. In the conclusion, in a generalized form, the results of the theoretical and empirical parts of the work are presented, as well as conclusions on the hypotheses put forward, the practical significance of the study is substantiated and possible prospects for the further development of this problem are described.

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Wong, Yau-ho Paul, und 黃有豪. „Subjective well-being among Hong Kong kindergarten teachers: the roles of perceived work environment,personality types, and resilience“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329800.

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　　Although kindergarten work environments in Hong Kong and overseas have been found to be unfavourable, a smaller than expected number of teachers have displayed a low level of subjective well-being (SWB). This research aimed to investigate how SWB could be predicted by perceived work environment, personality types, and resilience. It also examined the mediating functions of resilience in the relationships of perceived work environment and personality types to SWB. 　　In this research, SWB was represented by job satisfaction, measured by the Job Satisfaction Survey; self-esteem, assessed by the Rosenberg Self-Esteem Scale; and mental health complaints, captured by the General Health Questionnaire-12. Perceived work environment comprised psychosocial and non-psychosocial aspects, with the former evaluated by the School Culture Survey and the latter measured by the Kindergarten Ergonomics-Manpower Inventory (KEMI), a new inventory developed in Study 2. Personality types were measured by the Myers-Briggs Type Indicator. Resilience was represented by hardiness and optimism, which were captured by the Hardiness Scale and the Revised Life Orientation Test, respectively. 　　This research adopted a mixed method design and comprised four studies. Study 1 was the pilot study involving 64 teachers in validating seven inventories and exploring the relationships between perceived school culture, personality types, hardiness, optimism, job satisfaction, self-esteem, and mental health complaints. Data analyses using SPSS 17 revealed that perceived school culture and personality types were significantly related to job satisfaction, self-esteem, and mental health complaints. Hardiness, but not optimism, mediated the relationships of perceived work environment and personality types to job satisfaction, self-esteem, and mental health complaints. 　　 Study 2 developed a new inventory (i.e. KEMI) to measure kindergartens’ non-psychosocial work environments and comprised two stages. The first stage involved two panels of 10 kindergarten principals in the item pool development and 141 teachers rating the items. The second stage was the cross-validation of the findings and involved 125 teachers. Data analyses using SPSS 17 and AMOS 18 showed that items in the KEMI clustered into five subscales, of which the “Ergonomics” subscale contributed the largest variances. 　　 Study 3 was the main study, involving 371 teachers. It investigated how job satisfaction, self-esteem, and mental health complaints were predicted by perceived school culture, perceived ergonomics-manpower, personality types, hardiness, and optimism, and how hardiness and optimism mediated the relationships of perceived work environment and personality types to job satisfaction, self-esteem, and mental health complaints. Data analyses using SPSS 17 and AMOS 18 revealed that perceived work environment predicted job satisfaction, but its effects on self-esteem and mental health complaints were fully mediated by hardiness and optimism. Teachers were predominantly sensing-feeling-judging types. Teachers who were extraverted, intuitive, feeling, judging types tended to perceive their work environments more favorably and to show higher levels of SWB. 　　Study 4 aimed to enrich the interpretations of the quantitative findings by interviews with 24 teachers (volunteers from the participants in Study 3) in four focus groups. Five main themes and two sub-themes emerged. 　　Theoretical and practical implications of the findings are discussed. Recommendations for future research directions are also made.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Swartz-Filies, Sylnita Phillippine. „Mental Health of Coloured Female Teachers Working in Historically Disadvantaged Special Schools in the Cape Metropole“. University of the Western Cape, 2017. http://hdl.handle.net/11394/6359.

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Philosophiae Doctor - PhD (Education)
The World Health Organisation defines mental health as "a state of well-being in which the individual realizes her or his own abilities, can work productively and fruitfully, and is able to make a contribution to her or his community" (WHO, 2001, p. 1). There is a paucity of academic research about the mental health status of minority groups, especially women of colour (Moultrie & Kleintjes, 2006). In South Africa too, this gap in research is evident when focussing on the mental health of women, especially Coloured women in South Africa. Women's health and their mental health in particular are often affected by the way society treats and regards them; often they suffer from emotional, mental and physical exhaustions. This study investigated the mental health status of Coloured female teachers working in historically disadvantaged Special Schools in the Cape Metropole of the Western Cape Education Department. This group designation is the designation that was formally used during South Africa's Apartheid past policies of segregation in categorising groups according to pre-determined race categories. Coloureds where then considered to be a minority grouping in South Africa. Reference is still currently made in democratic South Africa to the Apartheid race categorisations in contemporary formal policies that seek to redress the inequities of the past, both in terms of race as well as gender categories (Conway-Smith, 2011; Stromquist, 1998). Given the intimate association between race and identity, especially within a socio-historical context such as that of South Africa, it is reasonable to consider the impact of this association on an individual's mental health status.

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Жемчугова, Т. В., und T. V. Zhemchugova. „Субъективное благополучие учителя в работе с нормотипичными и особенными детьми : магистерская диссертация“. Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100010.

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Объектом исследования является субъективное благополучие детей. Предметом исследования являются выявление особенностей субъективного благополучия учителей, работающих с нормотипичными учащимися и учителей, работающих в коррекционных школах с особенными детьми. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (57 источников) и приложения, включающего в себя бланки применявшихся методик. Объем магистерской диссертации 87 страниц, на которых размещены 8 рисунков и 12 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме субъективное благополучие учителя. Представлены разделы, посвященные исследованию показателей структурных составляющих субъективного благополучия и их взаимосвязей у учителей работающих с нормотипичными и особенными детьми. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: Методике диагностики субъективного благополучия личности Шамионова Р.М. и Бесковой Т.В., шкале (тест-опросник) депрессии Бека А.Т., тест на эмоциональный интеллект Холла Н.. Также в главе представлены результаты описательной статистики, корреляционного и сравнительного анализа исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.
The object of the study is the subjective well-being of children. The subject of the study is to identify the features of the subjective well-being of teachers working with normotypic students and teachers working in correctional schools with special children. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (57 sources) and an appendix, which includes forms of the applied methods. The volume of the master's thesis is 87 pages, which contain 8 figures and 12 tables. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the research, defines the object and subject of the research, formulates the main and additional hypotheses, specifies the methods and empirical base, as well as the stages of the research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the subject of subjective well-being of the teacher. The sections devoted to the study of indicators of the structural components of subjective well-being and their interrelationships among teachers working with normotypic and special children are presented. The conclusions of the first chapter are the results of the study of the theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the study and the results obtained by all the methods used: Methods of diagnostics of subjective well-being of the individual Shamionova R. M. and Beskova T. V., scale (test-questionnaire) of depression Beck A. T., test for emotional intelligence Hall N., Also in the chapter the results of descriptive statistics, correlation and comparative analysis of the study are presented. The conclusions of chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is justified and possible prospects for further development of this problem are described. Keywords: subjective well-being, teachers, normotypic children, special children, emotional well-being, ego-well-being, hedonistic, socio-normative well-being, emotional intelligence.

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Phillips, Pamela L. „Beyond Subjective Well-Being“. Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131386877.

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Bücher zum Thema "SUBJECTIVE WELL-BEING OF A TEACHER"

Nagpal, Rup. Subjective well-being. New Delhi: World Health Organization, 1985.

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1933-, Nagpal Rup, und World Health Organization. Regional Office for South-East Asia., Hrsg. Assessment of subjective well-being: The Subjective Well-Being Inventory (SUBI). New Delhi: World Health Organization, Regional Office for South-East Asia, 1992.

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Dave, Webb. Subjective well-being and security. Herausgegeben von Wills Herrera Eduardo. Dordrecht: Springer, 2012.

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Veenhoven, R. Subjective measures of well-being. Helsinki: United Nations University, World Institute for Development Economics Research, 2004.

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Webb, Dave, und Eduardo Wills-Herrera, Hrsg. Subjective Well-Being and Security. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2278-1.

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Helliwell, John F. Measuring and understanding subjective well-being. Cambridge, MA: National Bureau of Economic Research, 2010.

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Brulé, Gaël, und Christian Suter, Hrsg. Wealth(s) and Subjective Well-Being. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05535-6.

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Maddux, James E., Hrsg. Subjective Well-Being and Life Satisfaction. 1 Edition. | New York: Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781351231879.

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Krueger, Alan B. The reliability of subjective well-being measures. Cambridge, MA: National Bureau of Economic Research, 2007.

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Krueger, Alan B. The reliability of subjective well-being measures. Cambridge, Mass: National Bureau of Economic Research, 2007.

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Buchteile zum Thema "SUBJECTIVE WELL-BEING OF A TEACHER"

Heintzelman, Samantha J., und Louis Tay. „Subjective Well-Being“. In Positive Psychology, 7–28. New York, NY: Routledge, 2018. | Series: Frontiers of social psychology: Routledge, 2017. http://dx.doi.org/10.4324/9781315106304-2.

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Bericat, Eduardo. „Subjective Well-Being“. In The Quality of European Societies, 75–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05023-8_4.

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Diener, Ed. „Subjective Well-Being“. In Social Indicators Research Series, 11–58. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2350-6_2.

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Giugni, Marco, Jasmine Lorenzini, Manlio Cinalli, Christian Lahusen und Simone Baglioni. „Subjective well-being“. In Young People and Long-Term Unemployment, 54–75. First Edition. | New York : Routledge, 2020. | Series: Youth, young adulthood and society: Routledge, 2020. http://dx.doi.org/10.4324/9781003120421-4.

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Chang, Yuanqing, Yi Lu und Xin Zhang. „Subjective Well-Being“. In Encyclopedia of Gerontology and Population Aging, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_837-1.

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Borooah, Vani Kant. „Subjective well-being“. In A Quantitative Analysis of Regional Well-Being, 9–43. 1 Edition. | New York : Routledge, 2020. | Series: Routledge studies in development economics: Routledge, 2020. http://dx.doi.org/10.4324/9781003008477-2.

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Eisenberger, Robert, und Florence Stinglhamber. „Employees' subjective well-being.“ In Perceived organizational support: Fostering enthusiastic and productive employees., 141–59. Washington: American Psychological Association, 2011. http://dx.doi.org/10.1037/12318-005.

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Proctor, Carmel. „Subjective Well-Being (SWB)“. In Encyclopedia of Quality of Life and Well-Being Research, 6437–41. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2905.

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Monden, Christiaan. „Subjective Health and Subjective Well-Being“. In Encyclopedia of Quality of Life and Well-Being Research, 6423–26. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3957.

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Veenhoven, Ruut. „Subjective Measures of Well-being“. In Human Well-Being, 214–39. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230625600_9.

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Konferenzberichte zum Thema "SUBJECTIVE WELL-BEING OF A TEACHER"

Fishman, Boris E. „Model Of Subjective Well-Being Of University Teacher In Professional Activity: Conceptual Foundations“. In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.38.

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Cai Jun. „Analysis for Subjective Well-being of Xi'an preschool teachers“. In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543380.

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Cai, Jun. „Analysis for Subjective Well-being of Xi'an Preschool Teachers“. In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.17.

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Zulida Situmorang, Nina, Fatwa Tentama, Mujidin Mujidin, Erita Yuliasesti Diah Sari, Yuke Andini, Afriana Silawati, Nuning Kurniasih, Listian Indriyani Achmad und Urip Wahyudin. „Female Teachers’ Subjective Well-Being from the Aspects of Gratitude, Optimism, and Work-Family Balance“. In Proceedings of the 1st International Conference on Life, Innovation, Change and Knowledge (ICLICK 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iclick-18.2019.29.

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Berinšterová, Marianna, Miroslava Bozogáňová, Monika Magdová, Jana Kapová und Katarína Fuchsová. „PROCRASTINATION AND SELF-CONCEPT IN MORE/LESS CONSCIENTIOUS STUDENTS“. In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact034.

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"Given its significant negative consequences for university students, procrastination has been studied extensively and shown to be associated with conscientiousness as a personality trait. Involving 333 university students doing teacher training programmes (68.5% female; Mage=20.51 (SD=1.61); 83.48% undergraduates doing a bachelor’s degree), our study aimed to explore the association between procrastination among more/less conscientious students and selected self-concept variables (self-control, self-efficacy, etc.). Our questionnaire was based on the Ten-Item Personality Inventory (Gosling, Rentfrow, Swann, 2003), the Self-Control Scale (Finkenauer, Engels, Baumeister, 2005), the Self-efficacy Scale (Ko?š, Hefteyova, Schwarzer, Jerusalem, 1993), and the Procrastination Scale for Student Populations (Gabrhelík, 2008); our control variables were gender and well- being (Subjective Well-Being Scale, Chan-Hoong, Soon, 2011). The sample was divided into two groups – (1) less conscientious and (2) more conscientious) – using the method of visual binning in SPSS 20. A t-test for independent samples and linear regression were used for data analysis. The less conscientious students in our sample reported a higher level of procrastination (t=6.479; df=310; p?0.001; Cohen's d=0.681). A linear model was conducted for both groups (the dependent variable being the level of procrastination, the independent variables being gender and the levels of self-control, self-efficacy, and well-being). Both models were significant ((1) F=8.449; p?0.001; R2=32.6; (2) F= 7.277; p?0.001; R2=25.7). Among the less conscientious students, the levels of self-control (?=-0.546; t=-5.262; p?0.001) and self-efficacy (?=-0.238; t=-2.092; p?0.001) were negatively associated with procrastination. Among the more conscientious students, the level of self-control (?=0.404; t=-3.929; p?0.001) was negatively associated with procrastination and “being a man” (0–man; 1–woman) (?=-0.307; t=-3.219; p?0.05) was significantly associated with the level of procrastination. The results of our study show trait and personality differences in the level of procrastination, highlighting the importance of self-control and self-efficacy development among university students. Interactive programmes with an impact on students’ self-concept can be a significant contribution to students’ ability to cope with their study requirements effectively. It could be argued that the limits of this study include cross-sectional and self-reported data."

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Zabayrachnaya, A. E. „Development of EQ teacher as one of selfregulation components in professional activity“. In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.487.495.

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The relevance of the study is that the phenomenon of emotional intelligence at the modern stage of science development is already generally recognized among psychologists, sociologists, philosophers, etc. The whole scientific community today recognizes the need and importance of developing the characteristics and capabilities of emotional intelligence, as they contribute to the professional and personal growth of a person, influence his success in life. The problem of the study is the study of selfregulation as a multi-component system where emotional intelligence is of particular importance. This problem is reflected in the pedagogical sphere. The effectiveness of the professional activity of a specialist engaged in the field of «man-man» is largely conditioned by the ability to self-regulate and successfully develop the personal qualities necessary for the profession, because the teacher as a subject of pedagogical activity is a combination of individual, personal, subjective qualities, the adequacy of which the requirements of the profession ensure the efficiency of his work. The aim of the study is to determine the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, to identify the main provisions of EQ development and its impact on self-regulation. The main methods of study are theoretical analysis method and empirical methods (observation, testing). The result of the study can be considered the determination of the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, as well as the identification of the basic provisions of EQ development in the conditions of pedagogical activity. The development of emotional competence and emotional intelligence of the teacher is a necessary condition for the effectiveness of his professional activity, as EQ occupies a special place in the self-regulation of the teacher, which is due to the specificity of the content of professional activity.

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Cui, Yajuan. „Gratitude and Subjective Well-being“. In ICETT 2020: 2020 The 6th International Conference on Education and Training Technologies. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3399971.3399983.

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Bentea, Cristina Corina. „Teacher Self-Efficacy, Teacher Burnout And Psychological Well-Being“. In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.139.

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C.Pello, Shella, Yeni Damayanti und Juliana MY. Benu. „Correlation Between Subjective Well-Being and Psychological Well-Being among University Students“. In The 4th International Conference on Public Health 2018. Masters Programme in Public Health, Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/theicph.2018.01.07.

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Pilishvili, T. „SUBJECTIVE WELL-BEING AND AUTONOMY OF WOMEN“. In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s11.039.

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Berichte der Organisationen zum Thema "SUBJECTIVE WELL-BEING OF A TEACHER"

Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, Mai 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.

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Helliwell, John, und Shun Wang. Weekends and Subjective Well-Being. Cambridge, MA: National Bureau of Economic Research, Juli 2011. http://dx.doi.org/10.3386/w17180.

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Helliwell, John, und Christopher Barrington-Leigh. Measuring and Understanding Subjective Well-Being. Cambridge, MA: National Bureau of Economic Research, April 2010. http://dx.doi.org/10.3386/w15887.

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Anderson, Michael, Fangwen Lu, Yiran Zhang, Jun Yang und Ping Qin. Superstitions, Street Traffic, and Subjective Well-Being. Cambridge, MA: National Bureau of Economic Research, September 2015. http://dx.doi.org/10.3386/w21551.

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Krueger, Alan, und David Schkade. The Reliability of Subjective Well-Being Measures. Cambridge, MA: National Bureau of Economic Research, April 2007. http://dx.doi.org/10.3386/w13027.

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Ólafsdóttir, Thorhildur, Tinna Laufey Ásgeirsdóttir und Edward Norton. Valuing Pain using the Subjective Well-being Method. Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23649.

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Sacks, Daniel, Betsey Stevenson und Justin Wolfers. Subjective Well-Being, Income, Economic Development and Growth. Cambridge, MA: National Bureau of Economic Research, Oktober 2010. http://dx.doi.org/10.3386/w16441.

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Li, Qiang. Subjective well-being and mortality in Chinese oldest old. Rostock: Max Planck Institute for Demographic Research, April 2005. http://dx.doi.org/10.4054/mpidr-wp-2005-011.

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Stevenson, Betsey, und Justin Wolfers. Economic Growth and Subjective Well-Being: Reassessing the Easterlin Paradox. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14282.

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Lucas, Richard E. Comparing global reports of subjective well-being to experiential measures. Verlag der Österreichischen Akademie der Wissenschaften, Juni 2021. http://dx.doi.org/10.1553/populationyearbook2021.rev01.

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Subjective well-being (SWB) is an overall evaluation of the quality of a person’slife from his or her own perspective. One common method of assessing thisconstruct requires respondents to think about their life as a whole and to providea “global” evaluation that summarizes across life domains or affective experiencesover extended periods of time. The validity of these global measures has beenchallenged, however; and experiential measures, which ask respondents to reporton their momentary evaluative experiences many times over a constrained timeperiod, have been suggested as a more valid alternative. This paper addresses theempirical evidence for one important challenge to global measures: the possibilitythat temporarily salient information overwhelmingly influences global judgments,reducing their reliability and validity. This paper critiques prior evidence for thischallenge and presents new concerns about the assumed validity of the proposedalternative: experiential measures.

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