The General Well-Being of the Teacher - Assignment Example

Introduction The general well-being of the teacher can be taken to be a measure of teachers’ satisfaction with different facets of the overall life which may comprise areas like recreation activities, family life and others. Teachers may be affected with negative life event stressors which are concerned with sources of stresses in every day’s life. This include aspects such as birth of baby, moving house, getting married, death of a family member or close friend, being hospitalized due to serious illness etc. Well-being reflects the extent to which teachers are satisfied with different facets of their overall life, including their job (it includes areas such as family, recreational activities, etc). Somatic complains are described as being minor, general physical problems that may be encountered by people in their everyday life and may include frequent nausea, headaches, breathing difficulties and feeling of tightness in the chest. This are regarded as being symptomatic of persistent mild-to-moderate psychological stress. Another factor that can affect the teacher negatively is student misbehavior. This is to do with the extent to which teachers’ daily teaching activities are interfered with by recurrent misbehavior of the student. Teachers may have uncertainty about their future job career and desire to remain in the teaching profession and this is addressed under job ambiguity. The perception of the teacher on the level of support received from their principal both professionally and personally is described under social support. These study consist of two parts Research Study 1: This study investigated how teachers’ level of general wellbeing was predicted by their experience of negative life event stressors, level of somatic complaints, student misbehavior, and whether they are males or females. Research questions in this part of study are 1. Is teachers level of general wellbeing negatively affected by negative life stressor, somatic complaints and student well being 2. Does teacher well being have significant difference between male and female teachers Research Study 2: This study investigated differences among four age groups of teachers in their perceived level of job ambiguity and social support from their principal. Research questions for this section of the study are 1. Does variation in scores of perceived level of job ambiguity depend on the age group of the teacher 2. Does variation in scores of perceived level of social support depend on the age group of the teacher Results and discussion i. Study 1 findings Relationship between general wellbeing and negative lifestressor, somatic complaints and student misbehavior Correlation test was used to determine the relationship between general wellbeing and negative lifestressor, somatic complaints and student misbehavior with the result being as shown in table 1. From the table it can be seen that there was a moderate negative correlation between general wellbeing and negative life event stressors which was significant r (198)= -0.355 p=.. The correlation between general wellbeing and somatic checklist was significant r(198) = -0.4 p=.000. The correlation between general wellbeing and level of student misbehavior was also significant r(198) = -0.327 p=.000. All the three variables were positively correlated to each of at a significant level 0.000 Table 1 NEGATIVE LIFE EVENT STRESSORS SOMATIC CHECKLIST SCALE LEVEL OF STUDENT MISBEHAVIOUR GENERAL WELL-BEING -.355** -.400** -.327** LEVEL OF STUDENT .205** .334** SOMATIC CHECKLIST SCALE .376** **. Correlation is significant at the 0.01 level (2-tailed). General well being and gender The independent sample test was used to find out if there is a significant difference in general well being scores between male and females and the results was as seen in Table 2. From table 2 it can be observed also that the general wellbeing scores for male was 20.51 slightly lower than that of female whose mean score was 21.48. It can also be seen that the difference in general well-being between male and female was not significant t (198) = -1.239 p = 0.217.. Table 2 Gender t df Male Female General well being 20.51 21.48 -1.239 198 i. Study 2 findings Perceived level of job ambiguity and age group of the teacher The chi-square test was used to find out if the scores for teacher about their uncertainty about job future varied according to there age group. From table 3 it can be observed the highest was for those teachers who are under 30 years was 12 at the scale value of 12 with the expected value at this point being 6.5. The highest score value for teachers aged between 30-39 was 11 at the scale value of 9 with the expected value at this point being 8.5 this was also the same scenario at the same scale value for teachers above 50 years. From the chi-square test in Table 4 it can be seen that there is no significant variation in the scores for the four age groups χ2(36) = 47.97 p = 0.094 which is a clear indication that the variation by age groups is not significant. Perceived level of social support and age group of the teacher A chi-square test was done to establish if the scores of perceived social support of teachers was dependant on the age of the teacher. From table 5 it can be seen that for teachers below 30 years at scale value of 9 and below the actual count was above the expected count while at scale value of 10 and above the expected counts were generally above actual counts. For teachers aged 50 years and above at scale value of 7 and below the expected count was above the actual count while at scale value of 8 and above the actual count was above the expected count except at the scale value 11 and 12. This was an indication the there was a relationship between the perceived social support of teachers and their age. This is confirmed in the chi-square test in Table 6. From the table it can be seen that there was a statistically significant variation χ2(36)= 70.298 p= .001. Table 3 Crosstab UNCERTAINTY ABOUT JOB FUTURE Total 4 5 6 7 8 9 10 11 12 13 14 15 16 AGE GROUPS < 30 yrs Count 0 1 3 3 4 5 9 5 12 4 4 0 0 50 Expected Count 1.0 1.5 1.5 4.0 6.3 8.5 8.3 5.0 6.5 3.3 3.0 .5 .8 50.0 30-39 yrs Count 0 1 0 4 6 11 9 4 7 2 4 1 1 50 Expected Count 1.0 1.5 1.5 4.0 6.3 8.5 8.3 5.0 6.5 3.3 3.0 .5 .8 50.0 40-49 yrs Count 0 1 0 6 8 7 6 8 6 4 1 1 2 50 Expected Count 1.0 1.5 1.5 4.0 6.3 8.5 8.3 5.0 6.5 3.3 3.0 .5 .8 50.0 50 yrs + Count 4 3 3 3 7 11 9 3 1 3 3 0 0 50 Expected Count 1.0 1.5 1.5 4.0 6.3 8.5 8.3 5.0 6.5 3.3 3.0 .5 .8 50.0 Total Count 4 6 6 16 25 34 33 20 26 13 12 2 3 200 Expected Count 4.0 6.0 6.0 16.0 25.0 34.0 33.0 20.0 26.0 13.0 12.0 2.0 3.0 200.0 Table 4 Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 47.592a 36 .094 Likelihood Ratio 52.516 36 .037 Linear-by-Linear Association 8.747 1 .003 N of Valid Cases 200 a. 32 cells (61.5%) have expected count less than 5. The minimum expected count is .50. Table 5 Crosstab SOCIAL SUPPORT FROM SCHOOL PRINCIPAL Total 3 4 5 6 7 8 9 10 11 12 13 14 15 AGE GROUPS < 30 yrs Count 6 2 7 7 5 9 3 3 4 3 1 0 0 50 Expected Count 4.8 2.0 3.5 4.3 5.5 4.5 4.0 3.5 3.0 5.0 3.0 4.3 2.8 50.0 30-39 yrs Count 3 3 2 4 12 1 5 6 4 5 1 2 2 50 Expected Count 4.8 2.0 3.5 4.3 5.5 4.5 4.0 3.5 3.0 5.0 3.0 4.3 2.8 50.0 40-49 yrs Count 7 3 2 4 3 3 2 1 2 8 6 4 5 50 Expected Count 4.8 2.0 3.5 4.3 5.5 4.5 4.0 3.5 3.0 5.0 3.0 4.3 2.8 50.0 50 yrs + Count 3 0 3 2 2 5 6 4 2 4 4 11 4 50 Expected Count 4.8 2.0 3.5 4.3 5.5 4.5 4.0 3.5 3.0 5.0 3.0 4.3 2.8 50.0 Total Count 19 8 14 17 22 18 16 14 12 20 12 17 11 200 Expected Count 19.0 8.0 14.0 17.0 22.0 18.0 16.0 14.0 12.0 20.0 12.0 17.0 11.0 200.0 Table 6 Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 70.298a 36 .001 Likelihood Ratio 75.145 36 .000 Linear-by-Linear Association 20.549 1 .000 N of Valid Cases 200 a. 44 cells (84.6%) have expected count less than 5. The minimum expected count is 2.00. Read More