Work orientations and well/ill-being of elementary school teachers

Transcription

The Faculty of Teacher Education University of Zagreb ConferenceResearching Paradigms of Childhood and Education - UFZG2015, Opatija, Croatia
UFZG2015 Conference
13th – 15th April 2015/Opatija, Croatia
Original research paper
pages: 100-110
Work orientations and well/ill-being of elementary school teachers
Lana Jurčec and Majda Rijavec
Faculty of Teacher Education University of Zagreb
Abstract
Since, according to recent studies in positive psychology, well-being of teachers is important
factor in their effectiveness it would be worth finding out what contributes to teachers’ well-being.
The aim of the present study was to examine the relationship between teachers’ work
orientations and their well-being and ill-being. The sample comprised 295 classroom teachers and
259 subject elementary school teachers from Zagreb area. In order to measure teachers’ well-being
and ill-being, the following instruments were used: The Satisfaction with Life Scale (Diener et al.,
1985), Job Satisfaction - Single Item Scale (Scarpello & Campbell, 1983), Emotional Exhaustion
(Maslach et al., 1996), Positive and Negative Affective Schedule (Watson et al., 1988).
Teachers' work orientations were measured using the modified University of Pennsylvania Work–
Life Questionnaire (Wrzesniewski et al., 1997).
MANCOVA results showed that class teachers were more satisfied with their work, less
emotionally exhausted, approached work more frequently as calling and career, and less frequently
solely as a mean of financial security. The results of hierarchical regression analysis suggested that
calling orientation was significant positive, and job orientation significant negative predictor of
well-being, while opposite was found for ill-being.
It was concluded that calling orientation can increase psychological well-being and
decrease ill-being. On the other hand, job orientation (work just for financial security) can increase
ill-being and decrease well-being. Results of present study could have practical implications for
teacher education and professional counseling.
Key words: class teachers and subject teachers; ill-being; well-being; work orientations
Introduction
Scholars in the field of organizational behavior stress the importance of attitudes people
hold towards their work (for review see Pratt & Ashforth, 2003; Wrzesniewski, 2003). These
attitudes are often referred to as work orientations and are usually defined as general relationship
to work in terms of purpose and psychological meaning (Dekas & Kamin, 2008; Roberson, 1990,
Wrzesniewski, 1999).
Previous research have shown that people can have three distinct orientations to their
work roles: “just job” (exclusively as a means to acquire necessary financial resources), career and
calling (Bellah, Madsen, Sullivan, Swidler, & Tipton, 1985; Wrzesniewski, McCauley, Rozin, &
Schwartz, 1997; Wrzesniewski, 2003). Employees who view their work as a source of material
benefits (job orientation) focus on financial rewards and necessity. They work mainly for money
and invest little of their self-identity in their work role. Those with career orientation focus on
advancement and achievement. For them the work is source of opportunities for individual
accomplishments such as status, better salary, power, and self-esteem. Finally, people with calling
orientation work for the fulfillment the works give them and focus on opportunities to create
socially-useful work. For them the work is important part of their identity and they are likely to
have the greatest investment in their work role.
Until recently, researches have been focused mainly on calling orientation. Since 2007, the
number of studies on calling has more than tripled the number written prior to that date (Duffy &
Dik, 2012).
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What are the reasons for this growing interest among scholars for research on calling? In
past the emphasis in literature was on objective indicators of work performance. Nowadays, more
attention is given to subjective indicators such as job satisfaction and feeling of success. „A new
interest in the idea of vocation and calling—even though these terms may not be used - is
emerging as people search for more humane and meaningful ways to understand their work lives“
(Weiss & sur., 2003, p. 6).
Number of people seeking meaning and fulfillment in their personal and professional life is
increasing. Those who are not able to cope with life challenges often suffer from depression,
anxiety or burnout. Since calling have been documented to have positive consequences in both
personal and professional life of the employees, this construct is gaining attention in various
professional settings.
Research in this field revealed that people with calling orientation spend more time at
work and report higher job and life satisfaction than those with job or career orientation (Peterson
et al., 2009; Wrzesniewski et al., 1997). Some authors even claim that a sense of calling is the
ultimate form of subjective professional success (Hall & Chandler, 2005). This perspective is
relevant for the emerging interest in positive psychology as well where meaning and purpose in life
are considered as main contributors to happiness and life satisfaction (Peterson, Park, & Seligman,
2005; Steger & Frazier, 2005). When people experience their work as a calling it brings them the
sense of meaning both at work as well as in life generally (Steger, Pickering, Shin & Dik, 2010;
Wrzesniewski, 2003).
Teacher profession has a long and close association with the notion of calling (Mattingly,
1975). When asked about their motivation for teaching, teachers usually speak of being called to
teach, referring to the fact that they find teaching richly rewarding in ways that other vocations are
not. In spite of that empirical evidence is surprisingly scarce. Studies demonstrated that teachers
with calling orientation show distinctive and deep service ethic (Serow, Eaker & Forrest, 1994),
display significantly greater enthusiasm for their work (Buskist, Benson & Sikorski, 2005; Serow,
1994) and deep concern for their students’ well/being (Bullough & Hall-Kenyon, 2012). Studies
linking teachers’ work/orientations to well/being are also rare. A study by Wrzesniewski and
colleagues (1997) revealed that teachers with calling orientation had higher job and life satisfaction
compared to those who experience their work as career or just a means of financial security.
Treadgold (1999) found that being engaged in meaningful work (or calling orientation) was
correlated negatively with stress and depression and positively with clarity of self-concept.
According to self-determination theory (SDT, Deci & Ryan, 2000) focus on material rewards (as in
experiencing one's own work just as a source of material benefits) decreases the possibility of
satisfying basic psychological needs for autonomy, competence and relatedness. Research has
shown that preference of extrinsic rewards results in lower job and life satisfaction (Vansteenkiste
et al., 2007). Similarly, individuals who view their job only as a means for financial security are less
satisfied with their work and do not feel adequately compensated. These results imply that having
high „job orientation“ can result in negative attitudes towards one’s work and less enjoyment.
It is documented that individuals working in health and education sector tend towards
calling orientation more often than those in other professions (Hagmaier & Abele, 2012) but at the
same time they are more prone to burn-out (Shimizu et al., 2003; Maslach et al., 2001). That poses
the question of possible relationship between having a calling and burn-out. However, research
does not support this assumption. On the contrary, individuals with calling orientation cope better
with stress and have lower level of emotional exhaustion (Treadgold, 1999). In addition to that,
people who believe that their work is helpful for others think less about themselves and more
about other people. They are less emotionally exhausted and have better work performance
(Grant, 2010).
Bearing in mind that research on work orientations of elementary school teachers is scarce
(and nonexistent in Croatia) the first aim of this study was to investigate work orientations of
elementary school teacher in Croatia with possible differences between class and subject teachers.
101
We assumed that teachers would generally tend towards calling orientation, followed by career
orientation while job orientation will be the least frequent (Hypothesis 1). In addition to that,
higher calling orientation (and lower career and job orientation) are expected in a group of class
teachers since they are focused on working with students from the beginning of their education.
Contrary to that, at least for some subject teachers, working in school was not their first choice.
The second aim of the study was to assess the relationship between teachers’ work
orientations and their well being (including life satisfaction, positive affect and job satisfaction) and
ill-being (including negative affect and emotional exhaustion). In line with previous research
positive relationship between calling orientation and well-being measures was expected, and
negative with ill-being measures. The other two work orientations (career orientation and job
orientation) were expected to correlate negatively with well-being and positively with ill-being.
Method
Subjects
The participants were 560 elementary school teachers from Zagreb area. The sample
comprised 53.2% classroom teachers and 46.8% subject elementary school teachers. The number
of years of teaching experience ranged from 0 to 44 years with a mean of 16 years (M=16.34,
SD=10.48). According to gender, in sample were 11.4% male teachers and 88.6% female teachers.
Procedure
The research was conducted in 12 primary schools and one professional congress of
primary school teachers at county level. Questionnaires were administered in group settings
during the Teachers' Council meeting in each school and during the one professional congress of
primary school teachers. Approximately 30 minutes were needed to fill out the questionnaire. Prior
to the questioning the respondents were introduced to the participants' rights to voluntary
participation and guaranteed anonymity. After the questioning the respondents were introduced
to the aim of the study.
Instruments
In the present study, five self- report instruments were used:
Modified University of Pennsylvania Work–Life Questionnaire (Wrzesniewski et al., 1997).
The Work-Life Questionnaire was modified for this study to measure teachers’ work orientations.
Seven items were used to measure a calling orientation (e.g., I would choose my current work life
again if I had the opportunity). Nine items were used to measure a career orientation (eg., I expect
to be in a higher level job in five years.). Five items were used to measure orientation to job only as
source of financial security called job orientation (e.g., I view my job as just a necessity of life, much
like breathing or sleeping.). Respondents rated each item on 5-point Likert scales from 1 - strongly
disagree through 5 - strongly agree. In this study, Cronbach´s alpha coefficient of reliability were
.913 for career subscale, .702 for calling subscale, and .675 for job subscale.
Satisfaction with life scale – LS (Diener et al., 1985) measures the cognitive component of
subjective well-being. Five items measure the individual’s evaluation of satisfaction with life in general (e.g., The conditions of my life are excellent). Individuals respond to each item on 7-point
Likert scales from 1 - strongly disagree through 7 - strongly agree. Higher overall (average) score is
indicative of greater life satisfaction. In this study, Cronbach´s alpha coefficient of reliability was
.828.
Global Job Satisfaction – JS (Scarpello & Campbell, 1983) is single-item measure regarding
respondents’ overall job satisfaction (e.g., All and all, how satisfied would you say you are with your
job?). Individuals respond on a 7-point Likert scale, from 1 - not at all through 7 - completely.
Positive Affect and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988)
provides a self-assessment of both positive (PA) and negative (PN) general activated affective
states. There are 10 adjectives for the PA dimension (e.g., enthusiastic) and 10 adjectives for the
102
NA dimension (e.g., nervous). Respondents were asked to rate the extent to which they have
experienced each particular emotion within three months, on a 5-point Likert scale, from 1 - not at
all through 5 - very much. Cronbach's alpha in this study was 0.855 and 0.64 for the Positive Affect
Scale and for the Negative Affect Scale respectively.
Emotional Exhaustion – EE (Emotional Exhaustion; The Maslach Burnout InventoryEducator Survey; Maslach, Jackson & Schwab, 1986.). Emotional exhaustion is one of the three
dimensions of job burnout. The 9 items in the Emotional Exhaustion subscale describe feelings of
being emotionally overextended and exhausted by one's work (eg., I feel emotionally drained from
my work). Respondents rated the items of EE subscale on a 7-point Likert-type scale: never (1), a
few times a year or less (2), once a month or less (3), a few times a month (4), once a week (5), a
few times a week (6), or every day (7). In this study, Cronbach´s alpha coefficient of reliability was
.883.
Demographic variables that we included in this study were Work experience (measured in
years), gender (Male = 1, Female = 2), and Teacher professional profile (Class teacher = 1, Primary
school subject teachers = 2).
Results
Collected data were analyzed with SPSS 17.0 package program.
Descriptive statistics and intercorrelations of all measured variables are presented in Table
1. Generally, the highest ratings were obtained for calling orientation, followed by career
orientation while job orientation had the lowest rank. Positive correlation was found between
calling orientation and career orientation, while both of these variables were negatively related to
job orientation. As expected, calling and career orientation were positively related with well-being
measures and negatively with ill-being measures. Contrary to that, job orientation was positively
related to ill-being, and negatively to well-being.
Tabel 1
Means, Standard Deviations and Correlations of measures of Work Orientations (job, career, and
calling), Well-being (life satisfaction, job satisfaction, positive affect), Ill-being (negative affect,
emotional exhaustion) and Sociodemographic variables (years of work experience, gender, teachers'
professional profile)
CAR
CAL
JOB
LS
JS
PA
NA
EE
w.yrs
gend.
prof.
M
SD
CAR
-
CAL
**
.34
-
JOB
**
-.16
**
-.46
-
LS
**
.18
**
.36
**
-.29
-
JS
**
.18
**
.61
**
-.47
**
.46
-
PA
**
.38
**
.43
**
-.29
**
.35
**
.42
-
NA
**
-.11
**
-.21
**
.23
**
-.34
**
-.35
**
-.33
-
EE
**
-.13
**
-.40
**
.42
**
-.31
**
-.47
**
-.32
**
.46
-
w.yrs
**
-.22
.08
-.04
-.05
**
.17
*
-.11
*
-.09
*
.09
-
2.89
1.05
3.89
0.62
2.17
0.76
5.01
1.04
5.48
1.06
3.75
0.57
1.93
0.61
2.82
0.99
16.34
10.48
gend.
.07
.07
**
-.12
.07
.04
-.01
.08
.01
.02
-
Note: teacher professional profile (Class teacher = 1, Primary school subject teachers = 2);
gender (Male = 1, Female = 2)
*p<.05; **p<.01
103
prof.
*
-.09
**
-.18
**
.20
*
-.09
**
-.15
-.03
-.01
*
.08
-.07
**
-.25
-
Three multivariate analyses of covariance (MANCOVA) were conducted to
determine psychological well-being, ill-being and work orientation differences between class and
subject teachers. Linear combination of the dependent variables in the first analysis included wellbeing measures (life satisfaction, job satisfaction, and positive affect), ill-being measures were
included in the second analysis (negative affect, and emotional exhaustion), while work
orientations (calling, career, and job orientation) were included in the third analysis. Controlled
covariates in all three MANCOVAs were gender and years of work experience. According to
different number of dependent variables in various linear combinations, Bonferroni adjustment to
control for Type I error was used and the significance level for each MANOVA test was set at: p =
.017 for well-being measures, p = .025 for ill-being measures and p = .025 for measures of work
orientations. An examination of the Mahalanobis distance scores indicated six multivariate outliers
and those cases were excluded from further analysis, so the final sample consisted of 554
respondents.
A significant main effect (class vs. subject teachers) was found for measures of well-being
(Table 2), ill-being (Table 3), and work-orientations (Table 4). Class teachers were significantly more
satisfied with their job (Table 2) and less emotionally exhausted than subject teachers (Table 3).
There were significant differences in all three work orientations between class and subject teachers
(Table 4). Class teachers scored significantly higher on calling and career orientation, and lower on
job orientation.
Table 2
MANCOVA results of teachers´ well-being with respect to their professional profile
Variables
LS
JS
PA
Class teacher
M
SD
5.13
0.94
5.65
0.89
3.77
0.55
Subject teachers
M
SD
4.92
1.09
5.31
1.14
3.73
0.59
F(1/552)
5.523
12.037
0.478
p
.021
.001
.221
2
η
.010
.021
.003
2
Wilks' Lambda =.977; F(3/550)= 4.236, p=.006; η =.023
Note:
2
controlled covariates: gender (Wilks' Lambda =.998; F(1/552)= 0.445, p=.721; η =.002), and years of work
2
experience (Wilks' Lambda =.926; F(1/552)= 14.503, p=.000; η =.074)
2
Bonferroni adjustment - significance level set at: p = .017
1
Table 3
MANCOVA results of teachers´ ill-being with respect to their professional profile
Variables
NA
EE
Class teacher
M
SD
1.93
0.60
2.72
0.94
Subject teachers
M
SD
1.90
0.60
2.90
1.01
F(1/552)
0.022
6.117
p
.882
.014
2
η
.000
.011
2
Wilks' Lambda=.985; F(2/551)= 4.220, p=.015; η =.015
Note:
1
2
controlled covariates: gender (Wilks' Lambda =.993; F(1/552)= 1.964, p=.141; η =.007) and years of work
2
experience (Wilks' Lambda =.963; F(1/552)= 10.527, p=.000; η =.037)
2
Bonferroni adjustment - significance level set at: .025
104
Table 4
MANCOVA results of teachers´ work orientations with respect to their professional profile
Variables
career
calling
job
Class teacher
M
SD
2.98
0.99
4.00
0.57
2.02
0.67
Subject teachers
M
SD
2.77
1.09
3.77
0.65
2.32
0.81
F(1/552)
6.189
16.391
15.511
p
.013
.000
.000
2
η
.011
.029
.027
2
Wilks' Lambda =.959; F(3/550)= 7.720, p=.000; η =.041
Note:
1
2
controlled covariates: gender (Wilks' Lambda =.991; F(1/552)= 1.614, p=.185; η =.009) and years of work
2
experience (Wilks' Lambda =.930; F(1/552)= 13.665.473, p=.000; η =.070)
2
Bonferroni adjustment - significance level set at: .017
In order to examine the percentage of subjective well-being and ill-being variance
accounted for by work orientations (together and independently), six hierarchical multiple
regression analyses were conducted (Table 5 and 6). In each analysis, sociodemographic variables
(years of work experience, gender, teachers' professional profile) were entered into regression
equation first to control their influence on well-being and ill-being (as shown in previous analyses).
The work orientation variables (career, calling, job) were entered at Step 2.
As shown in Table 5, sociodemographic variables and work orientations together
accounted for 16% of the variance of life satisfaction, 44% of work satisfaction, and 27% of positive
affect. It is important to note that work orientations contributed more than sociodemographic
variables. After controlling for sociodemografic variables in first step, inclusion of work orientations
into analysis increased prediction for additional 15% of the variance on life satisfaction, 39% of
work satisfaction, and 26% of positive affect. As expected, job satisfaction had the highest
percentage of explained variance. Job orientation was significant negative predictor, while calling
orientation was significant positive predictor of all three dimensions of subjective well-being.
Calling orientation had the highest predictive power of all three well-being measures in this study,
especially job satisfaction.
As shown in Table 6, sociodemographic variables at step 1 did not contribute
significantly to the to the regression model. After controlling for sociodemografic variables in first
step, inclusion of work orientations into analysis increased prediction for 8% of the variance on
negative affect, and 23% of emotional exhaustion (Table 6). In the final model, sociodemographic
variables and work orientations together accounted for 9% of the variance of negative affect, and
25% of emotional exhaustion. Again in this regression equation, the work orientations contributed
the most in explaining ill-being. Job orientation was significant positive predictor, while calling
orientation was significant negative predictor of two dimensions of subjective ill-being. In this
regression equation, job orientation had the highest predictive power of two ill-being measures.
To conclude, calling orientation may be more important in determining teachers´ wellbeing, while job orientation may be more important in determining teachers´ ill-being.
105
Table 5
Summary of hierarchical regression Analyses for demographic characteristics and work orientations
predicting aspects of well-being
Satisfaction with life
Step
1 – Demograph.
gender
work years
t.p.profile
2 – Work orient.
gender
work years
t.p.profile
career
calling
job
R² Change
β
.015*
Global Job Satisfaction
R² Change
β
.047***
.047
-.060
-.087*
.146**
β
.013
-.002
.161***
-.136**
.390***
.025
-.073
-.008
.041
.279***
-.158***
2
R=.401; R =.161; ΔR²=.152;
F(6/553)=17.678; p<.001
Positive Affect
R² Change
-.017**
-.110
-.045
.256***
-.035
.122***
-.011
-.005
.496***
-.241***
2
R=.661; R =.438; ΔR²==.431;
F(6/553)=17.689; p<.001
-.048
-.077*
.053
.250***
.301***
-.133**
2
R=.519; R =.269; ΔR²=.261;
F(6/553)=33.989; p<.001
*p<.05; **p<.01; ***p<.001
Table 6
Summary of hierarchical regression Analyses for demographic characteristics and work orientations
predicting aspects of ill-being
Negative Affect
Step
1 – Demograph.
gender
work years
t.p.profile
2 – Work orientations
gender
work years
t.p.profile
career
calling
job
Emotional Exhaustion
R² Change
.014
β
R² Change
.017
.078
-.088*
.007
.078***
β
.035
.096*
.100*
.231***
.100*
-.094*
-.052
-.077
-.109*
.188***
2
R=.302; R =.091; ΔR²=081;
F(6/553)=9.232; p<.001
.066
.133**
.002
.046
-.286***
.307***
2
R=.498; R =.248; ΔR²=240;
F(6/553)=30.397; p<.001
*p<.05; **p<.01; ***p<.001
Discussion
As expected, in this study the highest ratings were obtained for calling orientation,
followed by career orientation, while job orientation had the lowest rank. These results suggest
that, even in the times of transition and recession, teachers are still mainly intrinsically motivated
for their work. In spite of difficult economic conditions the majority of teachers still experience
their work as a calling. This is in line with previous studies suggesting that teachers have calling
work orientation more frequently than employees in other professions (Farkas, Johnson, & Foleno,
2000).
106
In this study significant differences between class and subject teacher were found for all three
work orientations. Class teachers scored significantly higher on calling and career orientation, and
lower on job orientation. They also had higher life satisfaction, higher job satisfaction and lower
emotional exhaustion. Our hypothesis is that, for class teachers, primary motivation for choosing
career is to work with children. On the other hand, some subject teachers are more interested in
their subject and are not primarily interested for teaching. That may be the reason they less
frequently experience their work as a calling.
Previous studies in Croa a conﬁrmed that class teachers have higher job sa sfac on than
subject teachers (Koludrović, Jukić & Ercegovac, 2009; Vidić, 2009; Miklec, 2010). Studies in other
countries suggest that teachers at lower levels of education (elementary school) are more satisfied
with their work compared to teachers who teach at higher levels (Bogler, 2002; Brunetti, 2001;
Klecker & Loadman, 1997; Perie & sur., 1997).
Correlations between work orientations and well being/ill being were in the expected
direction. Calling orientation was related to higher well-being and lower ill-being. Contrary to that,
experiencing work just as a means of financial support (job orientation) was associated with lower
well-being and higher ill-being. This is in line with previous research suggesting the relationship
between work orientations and well-being (eg. Hall & Chandler 2005; Wrzesniewski & sur., 1997;
Claes & Ruiz Quintanilla, 1994).
Our results did not confirm expected relationship between career orientation and well- and illbeing except for one measure. Teachers who experience their work as career report higher level of
positive affect in their life.
Practical implications
Results of this study suggest that for elementary school teachers calling orientation is related
to positive outcomes in terms of their well-being. Bearing this in mind, it would be useful to
identify characteristics of teachers' work that contribute to the experience of calling. Knowing
these characteristics would help change teachers’ work thus making it possible for more teachers
to experience their work as calling. Future research should address recrafting teachers' jobs in
order to enhance calling orientation as well as the impact of these changes on teacher well-being.
Limitations of the study and future directions
The nature of our study was correlational thus preventing conclusions being drawn regarding
causality between variables. It is likely that calling orientation will lead to higher well-being and
lower ill-being. On the other hand it is possible that satisfied and happy teachers will be more
prone to experience their work as calling. Longitudinal and experimental studies are needed to
establish the direction of causality. In addition to that, our sample comprised only teacher from
Zagreb and Zagreb County. Teachers from other parts of Croatia as well as high school and
university teacher should be included in future studies.
Our study confirms the results of previous studies suggesting relationship between work
orientations and well- and ill-being. However, studies related to the reasons for these relationships
are still scarce. Future research should include possible mediators in this relationship (such as basic
psychological needs, meaning of work, meaning of life, professional identification, job commitment
or organizational commitment).
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Lana Jurčec
Department of Psychology, Faculty of Teacher Education, University of Zagreb
Savska cesta 77, 10000 Zagreb, Croatia
lana.jurcec@ufzg.hr
Majda Rijavec
Department of Psychology, Faculty of Teacher Education, University of Zagreb
Savska cesta 77, 10000 Zagreb, Croatia
majda.rijavec@ufzg.hr
109
UFZG2015 Konferencija
13. – 15. 4. 2015/Opatija, Hrvatska
Izvorni znanstveni rad
stranice: 100-110
Radne orijentacije i dobrobit/nedobrobit učitelja razredne
i predmetne nastave
Lana Jurčec i Majda Rijavec
Učiteljski fakultet Sveučilišta u Zagrebu
Sažetak
Budući da je prema novijim istraživanjima iz područja pozitivne psihologije, dobrobit
učitelja važan čimbenik njihove učinkovitosti, bilo bi vrijedno istražiti što doprinosi njihovoj
dobrobiti.
Cilj ovog istraživanja bio je ispitati odnos radnih orijentacija i dobrobiti i ne-dobrobiti
učitelja razredne i predmetne nastave. U istraživanju je sudjelovalo 295 učitelja razredne
nastave i 259 učitelja predmetne nastave s područja Grada Zagreba. Za mjerenje dobrobiti i nedobrobiti primijenjeni su sljedeći instrumenti: Skala zadovoljstva životom (Diener i sur., 1985),
Opće zadovoljstvo poslom (Scarpello i Campbell, 1983), Skala pozitivnih i negativnih afektivnih
stanja (Watson i sur., 1988), Subskala emocionalne iscrpljenosti (Maslach i sur., 1986). Za
mjerenje radnih orijentacija primijenjen je Modificirani upitnik radnih orijentacija
(Wrzesniewski i sur., 1997).
Rezultati MANCOVA analiza pokazali su da su učitelji razredne nastave zadovoljniji
poslom, manje emocionalno iscrpljeni, više orijentirani na učiteljstvo kao poziv i kao karijeru, a
manje na posao samo kao izvor prihoda. Hijerarhijske regresijske analize pokazale su da je
orijentacija na poziv pozitivan prediktor, a orijentacija na posao kao izvor prihoda negativan
prediktor svih mjera dobrobiti, dok je kod ne-dobrobiti bilo obratno.
Zaključno, orijentacija na poziv može povećati dobrobit, a smanjiti ne-dobrobit učitelja,
dok orijentacija na učiteljski posao samo kao izvor financija može smanjiti dobrobiti i povećati
ne-dobrobit učitelja. Rezultati mogu imati implikacije za profesionalno savjetovanje i edukaciju
učitelja.
Ključne riječi: dobrobit; ne-dobrobit; radne orijentacije; učitelji razredne i predmetne nastave
110

Work orientations and well/ill-being of elementary school teachers

Transcription

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