Browsing by Subject "tarkoitus"

The purpose of the study is to understand, describe and analyze the factors related to the experience of mean-ingfulness in context of the work of teachers, that is, both the factors positively related to experience and those that threaten the experience. In addition, the aim of the study is to find out how the experience of meaningful-ness in work is related to the interviewees' attitudes towards factors influencing well-being factors at work. Teachers' well-being at work has decreased over the last few years, the number of hours worked have increased and the stress experienced is more than in other industries on average. Nonetheless, the work is perceived to be mainly meaningful. Particularly interesting is what factors are associated with the teachers' experience of mean-ingfulness in work and whether the experience of meaningfulness is positively associated on teachers' attitudes toward resources of well-being at work. The research is based on next theories: meaningfulness in work, the resource-based well-being model and the three-component model of attitudes. The most essential of these is the experience of meaningfulness in work, which in this study consists of three dimensions: significance, purpose and meaning, including experience of coherence. The study is phenomenologically hermeneutic in nature and consists of four semi-structured interviews of el-ementary school teachers on meaningfulness in work and the meaning of experience in attitudes towards well-being at work. From the results of the research can be concluded that the experience of meaningfulness of work is strongly in-tertwined with student encounters. In addition, the results show that experience of meaningful work is im-portant for teachers' work motivation and desired work attitudes. It is important that teachers are given the conditions to experience the meaning of the work by providing sufficient resources so that they have time for the core task of meeting, educating and teaching students.