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Salutogenetic resources in the everyday lives of teachers: promoting workplace learning and well-being
Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Oral hälsa och folkhälsovetenskap. Högskolan Kristianstad, Forskningsmiljön Människa - Hälsa - Samhälle (MHS).
2017 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of this thesis was to explore salutogenic resources in the everyday lives of teachers, and toinvestigate how an intervention of collegial reflection influences their work-related learning and their being.The thesis includes two parts, a needs assessment and an intervention, performed between 2009 and2016. Both qualitative and quantitative approaches have been used in the process of the thesis. Methods used for data generation have been multistage focus groups interviews, individual interviews, questionnaire, open mail questions, and digital recordings of the reflection meetings. Four different methods have been used For the analyses: content analysis, hermeneutic analysis, multiple linear regression, and thematic analysis.

The findings indicate that the caring relationships with pupils, but also colleagues, were important for the teachers’ finding meaning in their work. The caring relationships and the sense of meaningfulness were important resources for the teachers well-being.

Collegial reflection was a health promoting resource in that it contributed with social support from colleagues, a sense of belonging, a consensus regarding shool issues, and recovery. This recovery occurred while the teachers were having their collegial reflection, indicating that they still felt recovered even though they were reflecting on work-related issues.

The thesis also indicates that teachers’ experiences of time pressure at work was the variable with the strongest associaton to their experience of work-life balance. The integration of work and private lives is an important part of being a teacher. Certain aspects of work was considered as positive and salutogenic when integrated with their private lives, such as the creative aspect of teaching. However, other aspects, such as ruminating over abused pupils, were affecting their well-being in a detrimental way when integrated in their private lives.

In a time when much focus is put on teachers’ increasing workload, documentation and psychosocial risks, it is important to pay more attention to the salutogenic and the enhancing aspects of  teacher's work. By doing that, teachers’ well-being may be enhanced, as well as supporting teacher retention.

sted, utgiver, år, opplag, sider
Lund: Lund University, Faculty of Medicine , 2017. , s. 207
Emneord [en]
Workplace heatlh promotion, teachers, salutogenesis, intervention, collegial reflection
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-16712ISBN: 978-91-7619-453-9 (tryckt)OAI: oai:DiVA.org:hkr-16712DiVA, id: diva2:1093659
Opponent
Veileder
Tilgjengelig fra: 2017-05-08 Laget: 2017-05-08 Sist oppdatert: 2017-05-08bibliografisk kontrollert
Delarbeid
1. Salutogenic resources in relation to teachers' work-life balance
Åpne denne publikasjonen i ny fane eller vindu >>Salutogenic resources in relation to teachers' work-life balance
2017 (engelsk)Inngår i: Work: A journal of Prevention, Assessment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 54, nr 4, s. 591-602Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

BACKGROUND: Experiencing work-life balance is considered a health promoting resource. To counter-balance the negative development of teachers' work situation, salutogenic resources need to be examined among teachers.

OBJECTIVE: To examine resources related to teachers' experience of their work-life balance.

METHODS: Using a cross-sectional design, a questionnaire was distributed to 455 teachers in compulsory schools in a Swedish community. A total of 338 teachers participated (74%). A multiple linear regression method was used for the analysis.

RESULTS: Four variables in the regression model significantly explained work-life balance and were thereby possible resources: time experience at work; satisfaction with everyday life; self-rated health; and recovery. The strongest association with work-life balance was time experience at work. Except time experience at work, all were individual-related.

CONCLUSIONS: This study highlights the importance of school management's support in reducing teachers' time pressure. It also emphasizes the need to address teachers' individual resources in relation to work-life balance. In order to support teachers' work-life balance, promote their well-being, and preventing teachers' attrition, we suggest that the school management would benefit from creating a work environment with strengthened resources.

Emneord
Recovery, survey, teachers’ work environment, workplace health promotion
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-16674 (URN)10.3233/WOR-172528 (DOI)000400594700011 ()28409767 (PubMedID)
Tilgjengelig fra: 2017-04-24 Laget: 2017-04-24 Sist oppdatert: 2020-06-05bibliografisk kontrollert
2. Caring as a salutogenic aspect in teachers' lives
Åpne denne publikasjonen i ny fane eller vindu >>Caring as a salutogenic aspect in teachers' lives
2015 (engelsk)Inngår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 46, s. 51-61Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This inquiry explored how a group of teachers experienced resources for their well-being, both at work and in their private lives. The findings indicate that caring, for others and for oneself, is central for teachers' well-being. Caring is manifested in being present in the moment, and in actions which promote the well-being of oneself and others. Implications from the findings suggest that both school administration and teacher education should pay special attention to the caring aspects of teaching, as they influence teachers' well-being and retention, as well as the pupils' learning. Health promotion interventions could benefit from these findings.

Emneord
Caring, Teachers, Well-being, Hermeneutics
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-13200 (URN)10.1016/j.tate.2014.10.009 (DOI)000349193200006 ()
Tilgjengelig fra: 2014-11-13 Laget: 2014-11-13 Sist oppdatert: 2017-12-05bibliografisk kontrollert

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