10 SES 10 E, Teacher Efficacy, Movement and Well-being
The teacher profession is believed to be more stressful compared to other occupational groups (Smith, Brice, Collins, Matthews, & McNamara, 2000). Indeed, Schaufeli, Daamen, and Van Mierlo (1994) state that between 5 and 20% of teachers suffer of burnout. Hence, understanding the processes permitting to maintain teachers’ well-being is a priority (Parker, Martin, Colmar, & Liem, 2012). The degree of strain that a worker can perceive is related to material and relational work conditions mediated by the worker’s characteristics and his/her expectations (Karasek, 1979). These expectations are developed through time and related to the interactions that the worker has with the organization since the beginning. Those interactions contribute to define desires and expectations with regards to rights and duties which are part of the psychological contract that ties the worker to the organization and vice versa (Rousseau, 2000). The psychological contract represents indeed the mutual beliefs, perceptions, and informal obligations between an employer and his/her employee (Rousseau, 1989). Some characteristics that are generally part of the psychological contract, such as fairness and trust, are expected to have a positive relation to the worker well-being. Studies have demonstrated that the violation of the psychological contract is associated with a variety of negative outcomes (Guest & Conway, 2009). However, little research is available on the effects of the breach of the psychological contract on teachers’ satisfaction with their job and with their lives. The present research focusses on the relationship between psychological contract and job and life satisfaction for public school teachers. The research questions are: are fair and trustful relationships with the school director and colleagues associated with teacher job and life satisfaction? Are the role clarity and the absence of role conflicts associated with teacher job and life satisfaction? How strong are these relationships? Are there differences between male and female teachers? How are psychological contract and job and life satisfaction related, when a break in the psychological contract occurs?
Guest, D., & Conway, N. (2009). Health and Well-Being: The Role of the Psychological Contract. In C. L. Cooper, J. Campbell Quick, & M. J. Schabracq (Ed.), International Handbook of Work and Health Psychology (3d Ed.). Oxford, UK: Wiley-Blackwell. Rousseau, D. M. (1989). Psychological and implied contracts in organizations. Employee Responsibilities and Rights Journal, 2, 121-139. Rousseau, D.M. (2000) Psychological contracts in the United States: Associability, Individualism and diversity. In D.M. Rousseau and R. Schalk (eds.) Psychological contracts in employment: Cross-national perspectives. Newbury Park, CA: Sage. Karasek, R. A. (1979). Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign. Administrative Science Quarterly, 24(2), 285-308. Parker, P. D., Martin, A. J., Colmar S. & Liem G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28, 503 – 513. Smith, A., Brice, C., Collins, A., Matthews, V., & McNamara, R. (2000). The scale of occupational stress: A further analysis of the impact of demographic factors and type of job. Cardiff: Health and Safety Executive. Schaufeli, W. B., Daamen, J., & Van Mierlo, H. (1994). Burnout among Dutch teachers: an MBI-validity study. Educational and Psychological Measurement, 54, 803 – 812.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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