You are on page 1of 6

HUZAIRI BIN HUSSAIN 808956

SGDU 5063: HUMAN RESOURCES IN EDUCATION

INTRODUCTION Usually, the teaching responsibility has been one of cultivation and rising students potential. However, teachers work today consist of a complex bond of various factors that include teaching; learning new information and skills; keeping side by side of technological innovations and dealing with students, parents and the community. Everyday, teachers have the opportunity to have great impact on the lives of children through their leadership in the classroom. Their positive influence in the classroom is serious to meeting the challenges of educating and guiding little minds to their full potential. These are challenging roles and there are growing concerns about teacher well-being and capability. In particular, teachers are experiencing increasing levels of attrition, stress and burnout. As Evers, Tomic and Brouwers (2004) teachers play a important role in helping children grow. In order to do this they must remain physically and mentally well. However, there is clear disagreement between teachers supposed competencies and the expectations of their role (Smith & Bourke, 1992), they continue to carry out their work. This may have implications for their physical and mental wellbeing and their professional competence as teachers. Teacher well-being and competence have been related to job satisfaction and studies indicate that those teachers who are less satisfied are more likely to leave teaching. For example, Singh and Billingsley (1996) found factors such as stress, burnout, work overload, and job displeasure contribute to teacher attrition while factors such as, administrative support, reasonable role expectations, and decreased workplace stress contribute to teachers intention to stay in teaching. Sarros and Sarros, (1992), Taylor and Tashakkori, (1995) and Xin and MacMillan (1999) have all argued that one imperative to teacher commitment is the school principals support. Principals play a pivotal role in steering the direction of their school which involves guiding the day-to-day business of the school including matters associated with both students and teachers.
Page | 1

HUZAIRI BIN HUSSAIN 808956

SGDU 5063: HUMAN RESOURCES IN EDUCATION

In today's schools, difficulty and retards are commonplace, challenging teacher self-efficacy and well-being with considerable frequency. The current economic climate and resulting budget cuts for schools create an ever increasing need for resilient teachers. Directly promoting teacher wellness may be a key issue for school psychologists to address because of the direct impact on students (Maslach, 2002). Fredrickson's "broaden and build" theory suggests that an increased effort to promote a healthy balance of positive and negative emotions (a key component of subjective wellbeing) can lead to a stronger collection of flexible and inspired problem solving and build resiliency for the future (Fredrickson, 2001). 2.0 - THEORY: From the journal The well-being of teachers in Flanders : the importance of a supportive school culture the well-being teachers define as well being is express a positive emotional state, which is the result of harmony between the sum of specific environmental factors on the one hand, and the personal needs and expectations of teachers on the other hand. The theories used in the articles are: i. System Theory And Kristofs person-environment fit model (1996) Person-environment fit theory remains an indefinable concept within the organizational research. The current state calls for better understanding of the environmental characteristics causal the fit. For better understanding of the environmental characteristics underlying the fit. P-E fit can be seen as a general multi dimensional framework obtaining content constructs from existing theoretical models.

Page | 2

HUZAIRI BIN HUSSAIN 808956

SGDU 5063: HUMAN RESOURCES IN EDUCATION

ii.

Interpersonal theories (Schauffeli & Bakker, 2001). This theory focused on human power and strengths, dynamisms and optimal functioning. The focus not on remediating stress ,but on the identification of factors influencing and enhancing well being.

IMPORTANT FACTORS TO BE WELL- BEING TEACHER The factors influencing teachers well being can be divided into three categories: i. The person Person-Environment ( P-E ) fit has focus solely on the personal variables, overlooking environmental characteristics. The concept of P-E fit, which is defined as the degree of congruence or match between a person-environment, has long been prevalent in the management literature (Holland, 1997, Kristof, 1996; Pervin, 1968; Schneider, 1987). ii. The profession Encouraging teachers to develop and promote their personal and professional well-being emphasizes the importance of their comfort and calm before they can adequately promote student well-being. Teacher well-being and competence have been related to job satisfaction. Job satisfaction and teaching competence are important factor in consider to teachers continuing in the profession. Strategic efforts to improve well-being in teachers and students should focus on specific variables that are under an individual's voluntary control. For example, it is important to keep the focus on characteristics of well-being associated with current experiences and conditions ("state like") rather than discrete personal attributes, akin to intelligence or temperament ("trait like"). This focus helps communicate that these positive capacities are open to development and improvement (Luthans, et al. 2010).

Page | 3

HUZAIRI BIN HUSSAIN 808956

SGDU 5063: HUMAN RESOURCES IN EDUCATION

iii.

The workplace The favourable surroundings of workplace play the vital role of teacher well-being. There is tangible link between employee well-being and effectiveness in the workplace. Many employers now realize that promoting positive well-being in the workforce show the way to job outcomes. The low level of stress can have positive impact on well-being in the workplace. Teachers who are comfortable with their workplace will increase in their commitment to work, produce the high level of performance and productivity, good attendance and to increase the organizational image and reputation.

Page | 4

HUZAIRI BIN HUSSAIN 808956

SGDU 5063: HUMAN RESOURCES IN EDUCATION

THE OTHER POSSIBLE FACTORS WHICH CAN AFFECT TEACHERS WELL-BEING i. Self- efficacy This factor has the most important and direct influence and mediates the influence of a number of the other aspects. Self- efficacy refers to the extent in which a teacher finds himself competence. The well being teacher always have a higher self-efficacy and they have better relationship between their profession. ii. Support from principal

Support from principal to increase connectedness among teachers. Focus on changing activities and attitudes in order to promote resiliency. Promote an atmosphere of collaboration and cooperation to increase collegiality and social support. Principal must have the initiative to support their staffs in order to raise their performance of their job.

iii.

Support from colleagues, parents and students Encourage teacher appreciation activities including praise and appreciation from school leaders, colleagues, students, and parents.

iv.

Attitude towards innovations and activities Share information through in service training, faculty meetings, and staff development activities regarding the impact of personal well-being on professional performance and goal attainment. Discussions at team meetings, department meetings, and general faculty meetings often take on a negative tone. School psychologists can model positive behaviors such as praising staff for jobs well done, highlighting what works. Encourage activities that promote well-being outside of school. Provide information and highlight new activities each month such as exercising, eating healthily, relaxation, and meditation.

Page | 5

HUZAIRI BIN HUSSAIN 808956

SGDU 5063: HUMAN RESOURCES IN EDUCATION

REFERENCES Aelterman A, Engels N, Patagem V.K and Verhaeghe J.P ( 2007 ).The Well-being teachers in Flanders :the importance of a supportive school culture. Belgium.

Hills,Kimberly J ( 2010 ). Put on Your Oxygen Mask!.National Association of School Psychology

Rebecca L (2007).Promoting Teacher Well-Being in Wales.United Kingdom

Page | 6