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Browsing by Subject "työn merkityksellisyys"

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  • Parkkola, Lotta (2024)
    The aim of this study is to find out how people working in the social sector experience value conflicts in their work. In addition, the aim is to investigate the experience of employees working in social sector regarding the connection between conflict of values and the experience of meaningfulness of work. Based on previous research, it has been found that people strive to act in accordance with their values. If values do not materialize, ethical stress and a sense of value conflict arise. Action contrary to values can reduce well-being at work and, with it, the experience of meaningful work. When working with people in a vulnerable position in the social sector, values and ethics are emphasized even more and at the same time, the employee can face value-challenging situations in complex service system. For this reason the experiences of employees in value conflicts play a central role in social work research. The research method of this study was qualitative. The research data was collected from six semi structured interviews with people working in various workplaces in the social sector. All the interviewees had higher education (university or university of applied science). The data was collected in late autumn 2023 and spring 2024 and it was analysed using a thematic analysis method. Seven themes were formed, using thematic analysis method and the experiences of value conflicts were placed under these themes: 1) Service system and bureaucracy, 2) the shortcomings of the work community, 3) self-determination of the clients, 4) the difference of opinions, 5) money and economy, 6) the consequences of value conflicts and 7) the connections of value conflicts to the experience of meaningfulness of work. The results revealed that the most often experienced value conflicts were caused by external factors that limited the employee from acting in the client’s best interest. For example, the burden of service system, long waiting times for client and related bureaucracy, insufficient resources and financial savings led to decisions contrary to values. The client’s right to self-determination which is part of the ethical guidelines of the social sector, caused conflicting situations, because the client did not always make decisions for his or her own good. Value conflicts were experienced in situations where the employee had significant differences of opinion regarding client’s care or life choices between the client, close associates or his or her own colleagues. The lack of support from one’s own work community also caused value conflicts because the support of the community was felt to be an important value. The majority of the interviewees thought that value conflicts reduced the perceived experience of meaningfulness of work. At worst, value conflicts led to a change of job. However, the study showed that value conflicts could also strengthen the experience of the meaningfulness of one’s work as a defender for the client’s interest.
  • Suhonen, Anni (2024)
    Teachers’ well-being at work is an important factor for both teachers themselves and school community. This Master’s Thesis focuses on teachers’ well-being at work in a certain elementary school in Helsinki Metropolitan Area during one school year. Aim of the research was to find out 1) level of teachers’ well-being at work during one school year, 2) which factors teachers find decreasing their well-being at work, 3) which factors teachers find supporting their well-being at work. The level of well-being at work is measured by five different factors: stress, strain caused by teaching and guiding, burnout, work engagement and meaningfulness of the work. The research is a mixed methods case study. The level of teachers’ well-being at work was studied through quantitative data and both decreasing and supporting factors of well-being at work was studied through qualitative data. The quantitative data was analysed by studying statistics and averages and the qualitative data was analysed by tools of data-driven and theory-driven content analysis. Research material consists of answers of questionnaires which measure teachers’ well-being at work. The material was collected as a part of ”KILO Työhyvinvointia / KILO Well-being at work” -project during school year 2022–2023. The project was funded by OAJ’s Occupational Wellbeing Fund (Trade Union of Education, Työhyvinvointirahasto), Finnish Basic Education Unit of city of Espoo and Elementary School of Kilo. Findings of the research show that teachers’ well-being at work was on relatively good level during the whole school year. Amount of stress, strain caused by teaching and guiding and burnout remained at reasonable level and at the same time experiences of work engagement and meaningfulness of the work were strong. Factors that especially decreased teacher’ well-being at work were different demands towards the work of a teacher and pressure as well as pupils and teaching group. Most often mentioned demands towards the work of a teacher were tasks outside of teaching work, amount of the work and lack of time. Among factors that put a strain on teachers and were connected to pupils and teaching group were mentioned behaviour of pupils and pupils that need support, and tasks related to this supportive work. The study shows that the most important factors that increased teachers’ well-being at work were delimitation of the work, work community and support it can offer, as well as focusing and investing in both physical and mental well-being. Results of the research indicate that it is important to focus on teachers’ well-being at work also in the future. This Master’s Thesis produces important information about factors that cause stress and strain in teachers’ work, and which should be taken into account. In addition to this, research points out factors that teachers can use, in order to support their well-being at work.
  • Koskinen, Tytti (2023)
    Objectives. The aim of this study was to examine the relationship between job crafting and the perceived work meaningfulness and organizational commitment among school principals. In addition, the study examined how work meaningfulness is associated with school principals' organizational commitment. The study also sought to determine whether principals’ age, gender or work experience would be associated with work meaningfulness or organizational commitment. Job crafting was examined using four dimensions based on the job demands-resources (JD-R) model. Based on previous research, it was hypothesized that increasing structural resources would be positively associated with work meaningfulness. Increasing social and structural resources were assumed to be positively associated with organizational commitment while reducing hindering demands was assumed to be negatively associated with organizational commitment. In addition, work meaningfulness was assumed to be positively associated with organizational commitment. Methods. The data used in the study is part of the Principal Barometer 2022, which mapped the well-being of Finnish school principals. The data was collected in Spring 2022 by sending a questionnaire to all 1200 members of the Finnish Principals’ Association. The data included a total of 841 respondents, of whom 63.9% were women. The average age of the respondents was 51.7 years. The data was analyzed using hierarchical regression analysis. Results and conclusions. The results showed that among the dimensions of job crafting, only the increase in structural resources was positively associated with work meaningfulness and organizational commitment. Age was also positively associated with work meaningfulness. Reducing hindering job demands was negatively associated with meaningfulness and organizational commitment. The results suggest that work meaningfulness experienced by Finnish school principals’ increases organizational commitment. In conclusion, providing opportunities for learning and development through job crafting strengthens principals' work meaningfulness and their commitment to the school community. Providing opportunities for principals to craft their jobs can support their commitment, their experiences of meaningfulness and thus their overall well-being.