ORCID Profile
0000-0002-9628-7266
Current Organisation
UNSW Sydney
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Publisher: Emerald
Date: 08-06-2020
Abstract: The aim of this study was to examine the extent to which several workplace factors are implicated in school principals' well-being. Two job resources (i.e. participatory climate and collegial climate) and two job demands (i.e. barriers to professional learning and staff shortages) were investigated, along with two well-being outcomes (i.e. job satisfaction and occupational commitment). Interaction effects between the job resource and job demand variables were also tested. Data were from 5,951 principals in 22 Organization for Economic Co-operation and Development (OECD) countries that participated in the Teaching and Learning International Survey (TALIS) 2013. Path analysis of direct and interaction effects was tested, along with multigroup path analysis to determine any differences in results across nations. The results showed that staff shortages and collegial climate predicted job satisfaction. All of the job resources and demands predicted occupational commitment. In addition, one interaction effect was significant showing that a participatory climate was especially important for occupational commitment under conditions of high staff shortages. The findings were similar across the 22 countries. The study yields important knowledge about the cross-national salience of four job resources and demands that are associated with principals' well-being at work.
Publisher: American Psychological Association (APA)
Date: 05-2023
DOI: 10.1037/EDU0000677
Publisher: Springer Science and Business Media LLC
Date: 19-01-2023
DOI: 10.1007/S11858-022-01464-1
Abstract: This study examined the extent to which boys fell into clusters comprised of different levels of motivations and costs. In turn, the antecedents of these clusters and associations with engagement and wellbeing outcomes were considered. Based on survey responses from 168 students across Years 5, 7 and 9 from an all-boys' school in Sydney, Australia, three clusters were identified: Positively Engaged, Disengaged , and Struggling Ambitious . Performance-approach and avoidance achievement goals, mastery classroom goal structure, perceived peer valuing of mathematics and teacher enthusiasm differentially predicted profile membership. Clusters were also found to differ in terms of both wellbeing and engagement, such that students within maladaptive profiles evidenced the most negative outcomes. The study reaffirms prior work, holds implications for addressing student motivation in mathematics, and adds to understanding of the interplay of in idual and classroom goal structures in relation to students’ mathematics expectancies, values and resultant outcomes.
Publisher: Springer Science and Business Media LLC
Date: 06-01-2023
Publisher: Elsevier BV
Date: 11-2019
Publisher: Elsevier BV
Date: 07-2019
Publisher: Elsevier BV
Date: 10-2018
Publisher: Elsevier BV
Date: 2018
Publisher: Elsevier BV
Date: 10-2020
Publisher: American Psychological Association (APA)
Date: 27-09-2021
Publisher: Elsevier BV
Date: 08-2022
Publisher: Springer Singapore
Date: 12-08-2021
DOI: 10.1007/978-981-15-5963-1_14
Abstract: Job demands-resources (JD-R) theory has emerged as one of the most influential conceptual frameworks for interpreting and explaining factors affecting employees’ wellbeing in the workplace. The present chapter provides a broad overview of JD-R theory, and discusses how the theory can be harnessed to further understand the factors influencing teachers’ wellbeing. The chapter also reviews prior research employing JD-R theory in teaching populations, and explores the job demands (e.g., workload, disciplinary issues, time pressure) and job resources (e.g. perceived autonomy support, opportunities for professional learning, and relationships with colleagues) that influence teacher engagement, burnout, and organisational outcomes. Theoretical extensions of the model, such as the inclusion of personal resources (e.g. adaptability, cognitive and behavioural coping, self-efficacy), are further considered to extend knowledge of how teacher wellbeing can be promoted at both an in idual and broader organisational level. Finally, the chapter considers the practical implications of how JD-R theory can guide interventions, comprising whole-school efforts, as well as approaches that support in idual teachers to maximise their wellbeing.
Publisher: Elsevier BV
Date: 08-2018
Publisher: Informa UK Limited
Date: 18-05-2020
No related grants have been discovered for Helena Granziera.