Browsing by Subject "työssäjaksaminen"
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(2017)Goals. The theoretical background of this study consists of two main factors. The first part of the theoretical background presents definitions, goals and problems that are set to home-school partnership in the Finnish curriculum and other key theories. The other part of the theoretical background presents concept of self-efficacy as it appears in theories found and created by Albert Bandura (1997). In this study, the concept of self-efficacy is also linked to job satisfaction. Earlier studies have examined the relationship between self-efficacy and, for example, job satisfaction, work experience and feedback which teachers receive from the parents of their students. The strongly highlighted importance of home-school partnership and teachers role in building that relationship are the basis of this study. The main goal is to examine the level of self-efficacy that teachers feel they have when building partnership between home and school. In other words, the goal is to find out do teachers feel they have the capability to build the kind of relationship with parents as it's determined to be. Other question of interest is to find out what are the factors in home-school partnership that teachers feel effecting their self-efficacy and job satisfaction. Methods. The data of this study was collected with network based open questionnaire. In February and March 2017 12 elementary school teachers from seven different schools in Helsinki answered the open questionnaire. The questionnaire included 11 open questions concerning teachers self-efficacy beliefs and job satisfaction as they appear from home-school partnership's point of view. Because the nature of this study underlines teachers experiences, phenomenographic research method was the best choice for analyzing the data of this study. This way the viewpoint of teachers would be presented as authentic as possible. Results and conclusions. The results of this study show that the group of teachers in this study feel that they mainly do have the capability to build quality home-school partnership by promoting trust between school and home, communicating kindly, listening and being flexible and honest. They felt that the strength of their efficacy beliefs were effected by actions of parents and also by environmental factors like supervisory support. Teachers also felt that they have the possibility to effect their self-efficacy by their own actions.
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(2017)The purpose of this thesis is to chart teachers' experiences concerning job burnout and the role of social support in gaining well-being at work. The theoretical base of this study is in Maslach's, Schaufeli's and Leiter's (2001) research on job burnout and in House's (1981) and Cohen's and Wills's (1985) research on social support. Burnout of teachers appears to be a special phenomenon compared to other occupations, which is due to the nature of the teachers' job. My research questions are as follows: 1. How does job burnout appear on teachers' speech and stories? 2. How does social support appear in teachers' work in relation to job burnout and what kind of forms of social support have they experienced and would like to experience? 3. How are teachers' stories and their collective memory about job burnout and social support reflected in the data? I collected the data through a narrative interview in a focus group. The group consisted of seven teachers. I analysed the data through content analysis and narrative analysis. The teachers described their experiences of job-related rush and burnout. They felt that their burnout was increased by the lack of superior support and by role conflicts. In contrast, the support from their superior and their peers helped them to gain well-being at their work. In the narrative analysis, it appeared that their experiences of burnout were collective and their stories about job burnout were based on collective memory. Social support appears to be carnivalistic according to Bakhtin (1979). In the carnival, people can free themselves from society's norms and the boundaries between the roles are blurred. As a conclusion, I can state that job burnout is a common problem among teachers and social support helps them to gain well-being at their work. For teachers, it is important that there is support at hand. It would be important to intervene at an early stage of job burnout before it becomes severe.
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(2022)The purpose of this thesis is to find out, how variety of teachers’ physical activities, teachers’ personal feelings towards exercise, and their physical activity, both during workday and free time, are related to teachers’ wellbeing at work and vitality. Physical activity and exercise are known to improve overall wellbeing, and it is also scientifically proven in many researches. That was also my hypothesis in this study, but I was curious to find out more personal reasons and significances by hearing teachers’ own experiences and views. It was also interesting to find out how teachers’ personal life situations as well as outside factors impact teachers’ vitality and attitude towards exercise. The working hours can be long and that in-creased my curiosity to study this subject. The results are well aligned with previous studies. There were five teachers participating in this study in total. Four of them were class teachers and two of them were subject teachers. All teachers interviewed for the study were women. Their age was in between 25 to 52 years old. The interviews were conducted, and data collected in between December 2020 and August 2021. I used a half-structured qualitative method, and executed themed one-on-one interviews, which I transcribed afterwards. I executed the analysis by doing a data-driven content analysis with a qualitative research approach. According to the study results, teachers participating in the study experienced that their physical activity was positively linked to their wellbeing at work. Subjective relationship to exercise had some different meanings and aspects during life. Teachers were eager to add more physical activity due to its various benefits to wellbeing and coping at work, including mental wellbeing and social aspects.
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(2017)Aims. Changes in society and educational development of the school have brought new challenges to the teacher's work. Studies in the past have shown that special education teachers experience stress more than other teachers. The aim of this study was to gain information on special class teacher's experiences of the succeeding and the challenges they encounter in their job in the special class and how they cope with the challenges. This study also examines the kind of views that special class teachers have towards the changes of their work. Methods. Themed interviews were used as a method of this qualitative research. The research material comprised of five interviews with special class teachers who had at least ten years' experience in teaching pupils at the special education class. The data were collected and transcribed in January 2017 and analyzed by using theory-based content analysis. Results and conclusions. The results showed that the special class teacher's work involves a wide range of challenges, but also the experiences of success. The experiences of succeeding were related mostly to the interaction between the special class teacher and the student. The main advantage of special class teaching was seen as a better chance of taking individuality into account and the challenges associated with socialization problems. The challenges of the special class teacher's work was seen ia pupils' heterogeneity and problem behaviour, increased non-teaching tasks and too demanding parents. Special class teachers felt that pupils have changed more challenging in recent years and the valuation of their work has weakened. With inclusion special class teachers' work was seen lying ahead of co-teaching in the future. Coping at work was seen to vary depending on a range of one's own life or the work strains. Special class teachers showed up a wide variety of ways to cope with the challenges and to improve their coping at work.
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