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Статті в журналах з теми "Physical education teachers Job stress Victoria"
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Fraile-García, Javier, Carlos Mª Tejero-González, and Mª Ángeles López-Rodríguez. "Job stress in physical education teachers: a qualitative study." cultura_ciencia_deporte 13, no. 39 (November 1, 2018): 253–65. http://dx.doi.org/10.12800/ccd.v1i1.1147.
Повний текст джерела
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Anjomshoa, M. R., Y. Fahim Devin, M. R. Esmailzadeh, and M. Keshtidar. "Effects of neuro-linguistic programming course on job stress, positive organizational behavior and job motivation in physical education teachers." Pedagogy of Physical Culture and Sports 24, no. 3 (June 30, 2020): 111–17. http://dx.doi.org/10.15561/26649837.2020.0302.
Повний текст джерелаАнотація:
Purpose: The purpose of this study was to investigate the effects of a neuro-linguistic programming course on job stress, positive organizational behavior and job motivation among physical education teachers of Khorasan Razavi province of Iran. Material: The statistical population of the study consisted 150 physical education teachers of Khorasan Razavi province. 40 physical education teachers were selected as statistical sample. At first, the questionnaires of job stress of Steinmetz (2002), Luthans Psychological Capital questionnaire (2007) and Hackman job motivation questionnaire (1976) were administered to the subjects and then the subjects received the presented protocol. At the end of the course questionnaires were re-presented. Data were analyzed using repeated measures ANOVA and Bonferroni post hoc test at 5% error level. Results: The results showed that neuro-linguistic programming had a significant increase in job motivation and positive organizational behavior and a significant decrease in teachers' job stress (P<0.001). There was no significant change in job motivation, positive organizational behavior and job stress in the control group (P <0.05). Conclusions: According to the findings, it can be concluded that to increase the job motivation, these course can be used and affect the motivation and job stress of the employees.
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Sang, Guoqiang, Chuang Yuan, Min Wang, Jun Chen, Xingye Han, and Ruibao Zhang. "What Causes Burnout in Special School Physical Education Teachers? Evidence from China." Sustainability 14, no. 20 (October 12, 2022): 13037. http://dx.doi.org/10.3390/su142013037.
Повний текст джерелаАнотація:
Special physical education is considered a challenging process concerned with the development of the physical and mental health of students with physical disabilities. Special physical education teachers face pressures from society, parents, schools, and themselves, which can easily lead to burnout and increase levels of teacher attrition. In our paper, we explore the significant effects of role and job stress (divided into role ambiguity and conflict, and stressors and stress responses, respectively), teaching efficacy (divided into general and personal teaching efficacy), job satisfaction (divided into internal and external job satisfaction), and social support (divided into objective and subjective support) on burnout (divided into emotional exhaustion, depersonalization, and reduced personal accomplishment). We chose to conduct an empirical analysis using data from different regions of China. Our study results showed that role conflict, general teaching efficacy, job satisfaction, and objective support were the main factors influencing burnout among special physical education teachers in China. Stressors were the main factors influencing emotional exhaustion. General teaching efficacy, job stress, and role conflict significantly influenced depersonalization. Internal job satisfaction and personal teaching efficacy mainly influenced feelings of reduced personal accomplishment. Attributes such as seniority, marriage status, gender, academic titles, and education level also affected burnout. Additionally, we verified that there are regional disparities in the factors influencing burnout. Finally, our study of burnout among special physical education teachers could improve the physical and mental health of students with physical disabilities.
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Both, Jorge, Adriano Ferreti Borgatto, Carlos Augusto Fogliarini Lemos, Vitor Ciampolini, and Juarez Vieira do Nascimento. "Physical education teachers’ wellbeing and its relation with gender." Motricidade 13, no. 4 (January 27, 2018): 23. http://dx.doi.org/10.6063/motricidade.10165.
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The objective of this study was to evaluate the relation between gender and physical education teachers’ wellbeing in southern Brazil, considering the socio-environmental (job satisfaction) and individual (lifestyle) parameters. A total of 1653 teachers (741 men and 912 women) in the states of Paraná, Santa Catarina, and Rio Grande do Sul were surveyed. The instruments used for data collection were QVT-PEF and PEVI, as well as a socio-demographic and professional questionnaire. The results confirm findings concerning dissatisfaction of physical education teachers regarding remuneration, work conditions, job autonomy, work and total life space as well as an overload in women’s daily lives. In relation to lifestyle, women showed better eating habits; however, they also showed lower levels of positive behaviour in the components of relationships, and stress control. Therefore, the authors point out to implementation of public policies to ensure more equitable treatment regarding gender issues in the work environment, as well as regarding physical education teachers’ personal aspects.
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khan, Muhammad Asghar, Akhter Nawaz Gunjera, and Syed Zia Ul Islam. "Mediating Role of Social Support Between Job Stress and Job Performance of Lecturers (Physical Education)." Global Regional Review IV, no. III (September 30, 2019): 390–96. http://dx.doi.org/10.31703/grr.2019(iv-iii).43.
Повний текст джерелаАнотація:
The research study aimed to investigate the role of social support as a mediator between job stress and job performance of lecturer physical education. All male and female 97 and 73 respectively were the target population of the study. For obtaining the desiredresult the researcher used descriptive research with cross-sectional research design. The research study was carried out through three different types of self-administered close-ended questionnaires. To test the hypothesis inferential statistical test was applied to draw the finding and conclusion and the process v3.3 by Andrew F. Hayes was used for mediation to obtain the desire result. The research study indicated that social support played a partial mediating role between job stressors and job performance of LPEs, as the coefficient value decrease but the connection between job stressors and job performance remain significant after adopting the social support as a mediator (.86). It was suggested that the same study may be conducted at university teachers, use qualitative method with a longitudinal research design to dig out unearth phenomena.
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Wright, Chris, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette, and Patti-Jean Naylor. "A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4386. http://dx.doi.org/10.3390/ijerph17124386.
Повний текст джерелаАнотація:
A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.
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Pau, Kee, Aslina Binti Ahmad, Hsin-Ya Tang, Ahmad Jazimin Bin Jusoh, Asma Perveen, and Kong Kwoi Tat. "Mental Health and Wellbeing of Secondary School Teachers in Malaysia." International Journal of Learning, Teaching and Educational Research 21, no. 6 (June 30, 2022): 50–70. http://dx.doi.org/10.26803/ijlter.21.6.4.
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The teaching profession has been consistently ranked as the most stressful job in the world today. Teachers who experience prolonged exposure to high levels of work-related stress can find there to be a detrimental effect on their physical health, mental health, social life, and work performance. This study aims to characterise the mental health and wellbeing of secondary school teachers in Malaysia according to gender and age group. We examined burnout levels among 776 secondary school teachers who were measured across three dimensions (i.e., depersonalisation, emotional exhaustion, and personal accomplishment), as well as their sources of stress, manifestations of stress, and psychological symptoms. The quantitative data analysis revealed that most of the teachers had experienced burnout in terms of their personal accomplishments, work-related stressors, and time management, and that it mostly manifested as fatigue. Overall, the sample of secondary school teachers in Malaysia indicates a risk of poor mental health. Further psychological interventions and self-care programs are suggested to help secondary school teachers cope with the early signs of burnout.
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R Richards, K. Andrew, Nicholas S. Washburn, and Michael A. Hemphill. "Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction." European Physical Education Review 25, no. 2 (November 29, 2017): 389–408. http://dx.doi.org/10.1177/1356336x17741402.
Повний текст джерелаАнотація:
Job dissatisfaction has been linked to decreased performance and increased workplace turnover. It is, therefore, important to understand the experiences that are associated with physical education teacher job satisfaction and dissatisfaction. This study examined relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching physical education teachers. The participants included 500 physical educators (251 females, 249 males) from the United States. Most participants (91.20%) were Caucasian, and over half (53.60%) coached. Data were collected using an online survey, and analyzed using latent variable modeling procedures. Results supported the conceptual framework, χ2(214) = 511.49, p < .001, RMSEA = .052 (90% CI = [.046, .058], p = .216), SRMR = .06, NNFI = .95, CFI = .96, and commonly experienced pathways were invariant across coaching and non-coaching groups. A key goal for schools should be to increase teacher perceived mattering and reduce role stress and emotional exhaustion.
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Cheema, Ahmad Bilal, Farah Shafiq, and Mushtaq Ahmad. "Exploring Stress Coping Strategies of Primary School Teachers." Global Educational Studies Review VII, no. I (March 30, 2022): 180–94. http://dx.doi.org/10.31703/gesr.2022(vii-i).19.
Повний текст джерелаАнотація:
Stress at the workplace is unavoidable, but it is needed to be coped for ensuring emotional and physical health. The study explores the strategies for coping with stress among primary schoolteachers with varied demographic characteristics i.e. gender, locale, length of job experience, and academic and professional qualification. The sample of 315 (104 male, 211 female) primary school teachers was selected conveniently from the primary schools of tehsil Sargodha. Data was collected through a self-developed scale of stress coping strategy for primary teachers and analyzed through percentages, frequency, t-test and ANOVA. Male primary teachers use more strategies to cope with the stress as compared to the female. Teachers of various levels of academic qualifications used more strategies to cope with the stress, while no variation was found on the bases of locality, professional qualifications and experience were found. School Education Department is recommended to arrange guidance and counseling programs for teachers to use better stress coping strategies.
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Kondur, Oksana, Halyna Mykhailyshyn, and Lesia Serman. "Soft Skills Formation of Future Athletes and Physical Education Teachers." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (April 27, 2022): 27–36. http://dx.doi.org/10.15330/jpnu.9.1.27-36.
Повний текст джерелаАнотація:
The article presents the main aspects of theoretical and experimental study of the conditions for the “soft skills” formation of future athletes and physical education teachers in higher education institution. The content and features of the “soft skills” formation of a professional are revealed. The place of "soft skills" in the professional structure of the athlete and teacher personality and the role in the implementation of professional activities is determined. Complex multi-level solution of problems; critical thinking; creativity; people management; cooperation with others; emotional intelligence; judgment and decision making; customer orientation; ability to negotiate; cognitive flexibility; stress resistance; effective job search have been chosen for criteria of "soft skills" formation of university students majoring in physical culture and sports. Levels of formation of "soft skills" are ranked according to the degree of manifestation into initial, low, medium and high.With the help of these indicators, the conditions for the effective “soft skills” formation of modern students in the field of physical education and sport of higher education institutions are experimentally tested.It is recommended to supplement part of the educational components of the professional training of the educational program with topics that will contribute to the formation of "soft skills". It is important to target students to participate in soft skills training, and also to bring up the need for self-improvement as soft skills are crucial for graduates in employment and career development in the context of globalization.
Дисертації з теми "Physical education teachers Job stress Victoria"
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Wong, Tak-wing Paul, and 王德榮. "Stress, burnout and attrition of PE teachers in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959088.
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Ho, Chak-sang, and 何澤生. "Role stress and burnout in physical education teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626093.
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Pacheco, Carrillo Jaime Humberto. "Stress no trabalho em professores de educação fisica do sistema municipal de educação, na comunidade de Concepcion, oitava região, Chile." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274909.
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Orientador: Pedro Jose WintersteinDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
Made available in DSpace on 2018-08-05T19:09:53Z (GMT). No. of bitstreams: 1 PachecoCarrillo_JaimeHumberto_M.pdf: 374713 bytes, checksum: 0dd354350cc9a04307743a25f4bd8249 (MD5) Previous issue date: 2004
Resumo: O objetivo fundamental desta investigação é conhecer a situação particular dos profissionais da educação física, com relação ao fenômeno do stress. Este propósito não é nada fácil se é considerado que o stress é uma reação do sistema geral de adaptação para os diferentes incentivos da vida do homem, na qual o trabalho compõe uma das dimensões que geram stress; e embora esta situação é comum a todas as pessoas que são parte do mundo do trabalho, estudos prévios (Cifuentes1995), demonstram que são os professores, o segmento operário que apresenta o stress mais alto e então, talvez de um modo lógico, surge o interesse para conhecer as realidades particulares de cada uma das áreas da educação, dentro das quais se acha a educação física. É aplicado o auto reporte de sintomas ansiosos, depressivos e somatomorfos para a medição de stress e embora este estudo seja descritivo e não correlacional, é possível coletar informação de outros fatores que normalmente também são potenciais agentes estressores, embora de modo referencial. Os resultados obtidos neste estudo, nos indica que o 85% dos professores de educação física têm níveis de stress altos
Abstract: The fundamental aim (lens) of this investigation (research) is to know the particular situation of the professionals of the physical education, in relation with the phenomenon of the stress. This intention is not easy at all if it thinks that the stress is a reaction of the general system of adjustment to the different stimuli of the life of the man, in which the work composes one of the dimensions that generates stress; and though this situation is common to all the persons who form a part of the world of the work, previous studies (Cifuentes1995), they demonstrate that they are the teachers the labour segment that presents the highest levels of stress and therefore, probably in a logical way, there arises the interest to know the particular realities of each one of the areas of the education, inside which one finds the physical education. The car was applied bring (report) of anxious, depressive symptoms and somatomorfos for the measurement of stress and though this study is descriptive and not correlacional, it was achieved to gather information of other factors that normally are also powerful agents estressores, though in a referential way. The results obtained in this study, indicate us that 85 % of the teachers of physical education has high levels of stress
Mestrado
Ciencia do Desporto
Mestre em Educação Física
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Davis, Fuad. "Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50107.
Повний текст джерелаАнотація:
Thesis (MEd)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern global era that we live in. With change comes the stressors associated with it. Some of us are able to cope while others are unable. This thesis focuses on the effect of stress on educators who have learners with physical disabilities in their classroom as well as the coping methods used by these educators to manage these learners in the classroom. Participants were five female educators from disadvantaged areas of the Western Cape. A qualitative research approach was taken and the results indicate the following: Major stress experienced by educators is caused by the fact that educators do not know how far to sustain, let alone challenge an active learning environment, because of lack of experience and relevant in-service training relating to learners with physical disabilities. It was found that the nature of the disability and its severity influences the attitudes of the educators in inclusive practice. The absence of communication or rather the lack of information about the learner from the parent and other parties involved caused stress amongst the participants. Participants identified that improving their self-esteem was one of the key coping methods in dealing with stress. It is clear that educators need some form collaborative support to know they are on the right path or in order to progress in the right direction.
AFRIKAANSE OPSOMMING: Opvoedkundige stelsels is gedurig onderworpe aan verandering, veral tans in die post-modêrne globale era waarin ons leef. Verandering word vergesel deur stressors wat daarmee geassosieer word. Sommige van ons is instaat om hierdie te hanteer en ander nie. Hierdie tesis fokus op die effek van stres op opvoeders wat leerders met fisies gestremde in hul klaskamers het, asook die hanteringsstrategieë wat deur hierdie opvoeders gebruik word om hierdie leerders in die klaskamer te hanteer. Deelnemers was vyf vroulike opvoeders uit agtergeblewe areas in die Wes-Kaap. 'n Kwalitatiewe navorsingsbenadering is gevolg en resultate dui op die volgende. 'n Belangrike stressor wat deur opvoeders ervaar word, is dat hulle nie weet hoe om 'n aktiewe leeromgewing te volhou of uit te daag nie. Dit is die gevolg van 'n tekort aan ondervinding en relevante indiensopleiding aangaande leerders met fisiese gestremdhede. Daar is gevind dat die tipe en graad van gestremdheid die ingesteldheid van die opvoeders in 'n inklusiewe praktyk beïnvloed. Die afwesigheid van kommunikasie of liewer die gebrek aan informasie deur die ouer of ander betrokke partye aangaande die leerder, het stres onder die deelnemers veroorsaak. Deelnemers het die verbetering van hulle eie selfbeeld as 'n belangrike hanteringstategie geïdentifiseer. Dit is duidelik dat opvoeders 'n vorm van samewerking en ondersteuning benodig om te weet of hulle op die korrekte weg is óf om hulle in die regte rigting te stuur.
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Silva, Guadalupe de Moraes Santos. "Sídrome de Burnout em professores de educação física da rede pública estadual de Sergipe." Pós-Graduação em Educação Física, 2014. https://ri.ufs.br/handle/riufs/4931.
Повний текст джерелаАнотація:
The Burnout Syndrome in teachers is a topic that has been getting attention since it is a public health problem related to work. The main objective of this study is to verify the presence of the burnout syndrome in the physical education teachers of the public institutions of Sergipe. Being a State where sports are predominantly, school taught teachers play a decisive role in local sports environment, ranging from the initial training of the athlete to coaching during the competitions. This research is in a cross-sectional study of descriptive and quantitative approach, where 164 graduates participated teachers, of both sexes, without delimitation of age, and engaged in physical education in public schools of Sergipe. For data collection, two evaluation methods were used: a socio-demographic questionnaire and the Maslach Burnout Inventory - MBI questionnaire with 22 closed questions on a Linkert scale 0-6. The sample selection was stratified random, obeying a proportionality in the 10 regional offices of the State of Sergipe, which enabled a process of selection by conglomerates. Data analysis was conducted in stages: The first consisted in descriptive data to characterize the sample and identify the scores of burnout syndrome and the evaluation of the distribution using the Kolmogorov - Smirnov test. The second phase involved calculating the Cronbach´s alpha coefficient in order to test the internal consistency of the MBI. In the third phase, we compared the data obtained between sociodemographic variables: gender, marital status, age, time of exercise of profession, working hours and other employment with the three dimensions of the MBI, using nonparametric tests of Mann - Whitney and Kruskal - Wallis. For processing and analysis of the responses, we used SPSS for Windows, version 20.0. Statistical significance was set at 5 % (p . 0.05). The results were that physical education teachers of state schools Sergipe do not show extreme cases of burnout, but the identifiers found in three dimensions suggest a possible early development of the installation process of the syndrome, since the indices intermediate scores were high in all three dimensions: depersonalization (84.2%); Emotional exhaustion (78.4%) and professional fulfillment (67.9%).A Sindrome de Burnout em professores e um tema que vem chamando atencao por se tratar de um problema de saude publica, relacionado ao trabalho. O objetivo principal deste estudo e verificar a presenca da Sindrome de Burnout em professores de educacao fisica da rede publica estadual de Sergipe. Sendo um Estado em que o esporte e predominantemente escolar, os professores de educacao fisica exercem um papel decisivo no ambiente esportivo local, que vai desde a formacao inicial do atleta, ate a acao como tecnico durante as competicoes. Esta pesquisa trata-se de um estudo transversal, de carater descritivo e com abordagem quantitativa, onde participaram 164 professores, de ambos os sexos, sem delimitacao de faixa etaria, graduados em educacao fisica e atuantes em escolas publicas estaduais de Sergipe. Para a coleta de dados, foram utilizados dois instrumentos de avaliacao: um questionario socio-demografico e o Maslach Burnout Inventory-MBI, questionario com 22 questoes fechadas em uma escala Linkert de 0 a 6. A selecao da amostra foi aleatoria estratificada, obedecendo a uma proporcionalidade nas 10 diretorias regionais do Estado de Sergipe o que possibilitou um processo de selecao por conglomerados. A analise dos dados foi realizada em fases: A primeira consistiu na avaliacao descritiva dos dados para caracterizar a amostra e identificar os escores da Sindrome de Burnout e na avaliacao da distribuicao, utilizando o teste de Kolmogorov-Smirnov. Na segunda fase se calculou o coeficiente de Alfa de Cronbach no intuito de testar a consistencia interna do MBI. Na terceira fase se comparou os dados obtidos entre as variaveis sociodemograficas: sexo, estado civil, idade, tempo de exercicio da profissao, carga horaria e outro vinculo empregaticio, com as tres dimensoes do MBI, utilizando-se dos testes nao parametricos Mann- Whitney e Kruskal-Wallis. Para o processamento e analises das respostas se utilizou o programa estatistico SPSS para Windows, versao 20.0. A significancia estatistica foi estipulada em 5% (p.0,05). Os resultados obtidos demonstraram que os professores de educacao fisica da rede estadual de ensino de Sergipe nao apresentam casos extremos de Burnout, porem os identificadores encontrados nas tres dimensoes apontam para um possivel inicio de desenvolvimento do processo de instalacao da sindrome, uma vez que os indices intermediarios de pontuacao foram elevados nas tres dimensoes: Despersonalizacao (84,2%); Exaustao Emocional (78,4%) e Realizacao profissional (67,9%).
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陳唯健. "澳門中小學體育教師工作壓力及其因應方式之調查研究". Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1943972.
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黃介宏. "The Study on Job Stress and Job Burnout of Elementary School Physical Education Teachers in Taipei City." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/79002578400537783354.
Повний текст джерелаАнотація:
碩士臺北市立教育大學
體育學系體育教學碩士學位班
95
The purpose of this study was to realize the situation of job stress and job burnout for physical education teachers of elementary school in Taipei city; to discuss the differences between variants on different background of job stress and job burnout. The questionnaires were delivered to 400 physical education teachers in Taipei city. Overall, we received 372 and 345 (86.25%) of them were available for statistical analysis. The data were analyzed by using several statistical methods, including descriptive statistics, independent sample t-test, one-way ANOVA, The results of the study were as followed： 1. There was an ordinary-to-low level of job stress and a low level of job burnout for physical education teachers of elementary school in Taipei City. 2. There was significant difference on job stress for physical education teachers of elementary school in Taipei City in different background. As a whole, female, unmarried, less years of employment, without coach job, without physical education background and who is in young ages physical education teachers had higher job stress. 3. There was significant difference on job burnout for physical education teachers of elementary school in Taipei City in different background. As a whole, female, classroom teacher, without coach job and without physical education background had higher job burnout.
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Chen, Chia-Ying, and 陳佳瑩. "The Relationships among Middle School’s Physical Education Teachers’ Job Stress, Coping Strategies and Burnout." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/81694919817294101623.
Повний текст джерелаАнотація:
碩士國立體育學院
運動科學研究所
94
The purpose of this study was two folded. First, to compare middle school physical education (PE) teachers’ job stress, coping strategies, and burnout in terms of their demographic background. Second, the purpose of this study was to examine the prediction of job stress and coping strategies on burnout. This study sampled 135 middle school PE teachers and administered Physical Education Teacher Job Stress Scale (PETJSS), Coping Strategies Inventory (CSI), and Physical Education Teacher Burnout Inventory (PETBI). Statistical treatments included t-test, one way ANOVA, and Multiple Regression Analysis found the following results:(a) Both inexperienced, unmarried, with administration/tutor responsibility PE teachers experienced more job stress than their counterparts. (b) PE teachers with coaching/administration experienced more life stress than PE teacher with only teaching responsibility. (c) PE teachers with tutor responsibility experienced more burnout than PE teachers with coaching/administration responsibility. (d) Multiple regression analysis found the more responsibility in teaching and administration predicted burnout, also inadequate coping strategies predicted burnout in PE teachers. Key words: job stress, stress coping strategies, work burnout
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Li, Hwi-Ru, and 李蕙如. "The Relationships between Job Stress and Burnout of Adapted Physical Education Teachers of Specical Education Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/17032482360870832003.
Повний текст джерелаАнотація:
碩士國立臺灣體育大學(桃園)
體育研究所
96
The purpose of this study is to realize the situation between job stress and burnout of the adapted physical education(APE) teachers of specical education schools； to discuss the differences between variants on different background and the relationship between job stress and burnout; finally, to analyze the prediction for job stress to burnout. referenced by past research, the study tool is the self-designed “Questionnaire of Adapted Physical Education Teachers in Specical Education School’s Job Stress and Burnout”. The researcher does the general survey with data collection for 393 APE teachers of specical education schools. From the survey returned, 327 are effective, and the percentage of effectiveness is 83.21%. The data were analyzed by the method of descriptive and inferential statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression. The results indicate that: (1)The consciousness level for job stress in APE teachers of specical education school is upper-middle. Among those five aspects of job stress, " workload " came out at the top , followed by " student problem ", " professional knowledge ", and " organization operation ". (2)The consciousness level of burnout in APE teachers of specical education school is upper-middle. Among those three aspects of job stress, " emotional exhaustion " came out at the top, followed by " reduced accomplishment"and"depersonalization ". (3)Part of background variables are positively significant correlated with job stress. (4)Part of background variables are positively significant correlated with burnout. (5)There is positive relationship between job stress and burnout in APE teachers. (6)The job burnout of APE teachers can be predicted from job stress. The information literacy about the job stresses to burnout is 56.4%, to emotional exhaustion aspect is 44.3%, to depersonalization aspect is 54.1%, to reduced accomplishment aspect is 43.5%.
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Ling, Liu Ya, and 劉雅玲. "A Study of the Relationships between Job Stress and Job Burnout of Junior High School Physical Education Teachers in Taipei CountyA Study of the Relationships between Job Stress and Job Burnout of Junior High School Physical Education Teachers in Taipe." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/91965329990402986706.
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碩士輔仁大學
體育學系碩士班
98
This study was conducted to reveal the relationship between job stress and job burnout, sampling from the physical educational teachers in the Taipei area from 73 different middle schools. Originally, a totally of 459 surveys were issued; 390 surveys were returned, but 29 were in complete, resulting a total of 361 effective surveys, an effective rate of 93%. Using SPSS12.0 for Windows, descriptive statistics and distribution, this research has used t-test, One-way ANOVA, Scheffé Method, and Pearson Product-Moment Correlation for data analysis. Here the results of the analysis: 1.The overall work pressures for teachers in Taipei’s middle schools were medium to low while work tiredness were medium-low. 2.When asked to rank from high to low with the amount of pressure felt, workload brings the most pressure; student behaviors, professional knowledge, role pressure, and interrelationship come after. 3.In term of job burnout for teachers of Taipei’s middle schools, self-achievement was the most tiresome, with un-individualization and emotional exhausting follow it as the cause of job burnout. 4.Gender, age, year served, and position had significant affects on the work pressure for teachers from Taipei’s middle school while marriage status and size of classroom had little to no effect. 5.Position had significant affects on the job burnout for teachers from Taipei’s middle school while gender, age, marriage status, year served, and size of classroom had little to no effect. 6.There is positive relationship between job stress and job burnout for teachers of Taipei’s middle school
Книги з теми "Physical education teachers Job stress Victoria"
1
Teacher burnout: A comparison of K-12 public school physical educators in suburban Cook County, Illinois. 1985.
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2
An examination of a model of burnout in dual-role teacher-coaches. 1992.
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3
An examination of a model of burnout in dual-role teacher-coaches. 1990.
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4
An examination of a model of burnout in dual-role teacher-coaches. 1990.
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1
Sharma, Nidhi. "Impact of Workplace Spirituality in Reducing Emotional Labour Among Academics." In Handbook of Research on Integrating Spirituality in Modern Workplaces, 307–39. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2533-6.ch016.
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It has been long recognized that everyone wears an emotional mask. Specially, in the context of the service sector, job requirements mandate display rules requiring the expression of certain emotions that may not necessarily be felt by employees. Such regulation of emotions often leads to stress and burnout that negatively impact employees' physical and psychological health. Emotional labour is thus a worrisome phenomenon. Against this backdrop, this chapter concerns itself with finding solutions that could potentially alleviate the associated problems of personal and organizational well-being. Extant literature observes numerous suggestions about these detrimental effects being mitigated by spirituality. Academics recommend that organizations could employ workplace spirituality initiatives to replenish the emotional resources exhausted due to emotional labour. This chapter thus addresses the empirical association between workplace spirituality and emotional labour among teachers in higher education sector – the service professionals claimed to be most negatively impacted by emotional labour.