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"FEMALE TEACHERS"
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Teachers’ Professional Identity and Burnout among Chinese Female School Teachers: Mediating Roles of Work Engagement and Psychological Capital
Burnout is a serious phenomenon among female kindergarten, primary, and secondary school teachers in China. Previous research has shown that professional identity negatively predicts burnout. However, little is known about the mediating mechanisms underlying this relationship. This study examined the relationship between professional identity and burnout and the mediating roles of work engagement and psychology using a sample of Chinese teachers. A total of 2220 female teachers participated (kindergarten: 16.9%; primary school: 56.7%; secondary school: 26.4%). They answered four questionnaires measuring their professional identity, work engagement, psychological capital, and burnout. PROCESS macro (SPSS 21.0) was used to conduct mediation analyses of work engagement and psychological capital in the relationship between professional identity and burnout. Working simultaneously, work engagement, and psychological capital partially mediated the aforementioned relationship, which could reduce burnout. Working sequentially completely mediated the relationship between professional identity and burnout, and hence, the latter was the lowest. Specific implications are discussed, such as the improvement of professional identity and psychological capital.
Journal Article
Three daughters of Eve
\"Peri, a married, wealthy, beautiful Turkish woman, is on her way to a dinner party at a seaside mansion in Istanbul when a beggar snatches her handbag. As she wrestles to get it back, a photograph falls to the ground--an old Polaroid of three young women and their university professor--a relic from a past and a love Peri had tried desperately to forget\"-- Provided by publisher.
Book
Recognition and rewards as moderators in the relationships between antecedents and performance of women teachers: evidence from India
PurposeAs teachers are considered “knowledge workers,” the present study explores teacher performance in schools. A particular emphasis is given to assessing the performance of female teachers in the rural part of South India.Design/methodology/approachAfter collecting data from 563 female teachers from four blocks in Nilgiris District (Ooty, Kotagiri, Coonoor and Gudalur) consisting of 37 government schools in the southern part of India, all the female teachers were surveyed, and the data were analyzed after checking the instrument's psychometric properties by performing confirmatory factor analysis. Hierarchical regression was employed to test the hypotheses.FindingsThe findings revealed that (1) empowerment, organizational communication and work–life balance (WLB) and recognition and rewards are positively and significantly related to teacher performance; (2) recognition and rewards moderate the relationship between (a) empowerment and performance, (b) organizational communication and performance, (c) WLB and performance, (d) organizational culture and performance and (e) quality of work-life (QWL) and performance.Research limitations/implicationsAs with any survey research, common method bias and social desirability bias may be potential limitations. However, proper care is taken to minimize these biases. The findings from this study contribute to the growing literature on education and training. In addition, the study highlights the importance of creating a climate for empowerment, recognition and rewards to foster teacher performance.Practical implicationsThe study helps administrators and policymakers to understand the antecedents of teacher performance and take necessary steps to motivate the teachers for superior performance.Originality/valueThe conceptual model the authors developed and tested is, according to the authors' knowledge, the first of the model's kind. A clear understanding of the predictors of teacher performance may guide the administrators and teaches in fostering performance in schools. The exclusive focus on female teachers is considered in this study because of the several problems the female teachers encounter in rural areas. Despite the disadvantages, female teachers perform well and contribute to students and the country as a whole.
Journal Article
The swallows : a novel
A new teacher at a New England prep school ignites a gender war--with deadly consequences--in a provocative novel from the bestselling author of The Passenger and the Spellman Files series\"-- Publisher's description.
Book
Recruiting, retaining and retraining secondary school teachers and principals in Sub-Saharan Africa
This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.
eBook
Female teachers’ coping styles with negative emotions in student aggression
Current research has focused largely on teachers’ practices in order to promote safe and peaceful classrooms; however, research on how teachers cope with negative emotions in student aggression is limited. In light of the growing evidence regarding the impact of student aggression on teachers’ emotional distress and burnout, it is important to explore teachers’ experiences of their coping mechanisms with negative emotions in student aggression. A qualitative study was conducted to examine the coping styles of 18 novice and in-service female teachers with negative emotions in student aggression. Thematic analyses of the in-depth semi-structured interviews yielded six main coping styles with negative emotions: cognitive style, social support, teacher-student relationships, emotional style, professional beliefs, and self-relaxation. Teachers used a combination of multiple emotional coping styles including several strategies that develop with experience. Practical implications for training practitioners and school officials are discussed to improve teachers’ emotional coping.
Journal Article
Professional development training can help teachers to build resistance against teaching associated stress
This study examined the possibility of integrating resilience strategies into the TPD-R curriculum to help teachers develop resistance to stress and enable them to thrive under the pressures of teaching. Drawing on theoretical and empirical insights, the social ecological theory of resilience provided the theoretical framework for this research. The study employed a quantitative research design and utilised a quasi-experimental approach for data collection. A purposive sampling technique was used to select 50 female participants from 2 pedagogical excellence centres located in Astana, Kazakhstan. These participants were randomly assigned to either the TPD-R group (25) or to the control group (25). The Teacher Stress Scale (TSS) (α = .81) and the Resilience for Adults Scale (α = .89) were employed for data collection to assess job stress and resilience. The data were analysed using the analysis of covariance and independent t-tests. The TPD-R training intervention significantly improved the resilience ability of female teachers, as indicated by their pre-test and post-test mean scores of 36.25 (36.25%) and 27.13 (27.13%) respectively. The participants exposed to TPD-R (mean = 43.52; SD = 13.86) demonstrated greater improvement compared to those in the control group (mean = 27.97; SD = 2.31). Furthermore, the study found a significant interaction effect between the treatment and years of service. In conclusion, TPD-R training effectively helps reduce teacher job-related stress and promotes resilience, especially among female teachers. However, the resistance against job stress may be dependent on years of experience.
Journal Article
Gender Disparity in the Teaching Profession: A Comparative Analysis of Female Teachers in Somalia and East Africa – Strategies for Empowerment and Workforce Expansion
This comparative study focuses on gender disparity in the teaching profession in Somalia, Kenya, Uganda, and Tanzania, identifying challenges and recommending tangible interventions aimed at empowering female teachers and growing the teaching workforce. Kenya, Uganda, and Tanzania have introduced gender-sensitive policies, mentorship programmes, and community involvement that have made tangible improvements in promoting gender equity in the teaching profession; however, the evidence from the post-conflict context in Somalia shows limited female representation, particularly within the teaching workforce at both primary and secondary levels. Despite the fact that the national policy for teachers emphasises gender equity, acknowledging the stark underrepresentation of female teachers and advocating for targeted recruitment to address these disparities, the study recommends a multi-pronged approach for Somalia, including the adaptation of regional best practices such as gender-responsive policies, mentorship networks, community sensitisation campaigns, and scholarship programmes for female trainees.
Journal Article
And Then There Were None: ☆ Reversing the Exodus of Black Women from the Teaching Profession
Abstract
Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.
Book Chapter