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Social workers’ work engagement and burnout were tested in relation to (a) personal variable, i.e., emotional intelligence; (b) organizational variables, i.e., work satisfaction and affective commitment. Regressions revealed emotional intelligence - controlling self – negatively predicted depersonalization and reduced personal accomplishment and positively predicted three facets of work engagement. Emotional intelligence - understanding others – was a negative predictor of reduced personal accomplishment. In addition, work satisfaction negatively predicted three components of burnout and positively predicted emotional work engagement. Affective commitment was a positive predictor of three facets of work engagement and negatively predicted reduced personal accomplishment. Implications for management are discussed.
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Background This study aimed to investigate English teachers’ self-efficacy for student engagement, classroom management, instructional strategies and literacy instruction, as well as to discover teacher stress and job satisfaction can play a role in interfering their occupational health (in terms of self-efficacy). In addition, this is one of the first studies to understand the differences in self-efficacy among pre-service, novice and experienced in-service teachers in a Chinese society, where English is positioned as a foreign language. Participants and procedure 271 English teachers (90 pre-service, 181 in-service) with mean teaching experience of 5.57 months for per-service, and 98.51 months for in-service were participated in this quantitative research study, as the targets were not be able to approach randomly, the English teachers were approaching individually though referral sampling, informing that the purpose of the study and receive their consent. Results It discovered both pre-service and novice in-service teachers posses lowest self-efficacy. Moreover, teachers’ stress from classroom predicted their self-efficacy for student engagement and classroom management negatively. On the other hand, teachers’ job satisfaction predicts their self-efficacy for student engagement, instructional strategies and literacy instruction positively. Conclusions Implications (based on the findings) are discussed in order to provide insights for for schools and education departments to strengthen the teachers’ capability of teaching and their occupational health.
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To determine whether living according to specific traditional Chinese cultural values was associated with satisfaction of the five needs in Maslow’s motivational hierarchy and overall life satisfaction, a mixed-method approach was employed, with an empirical questionnaire and supplemental interviews. The questionnaire assessed the hypothesized relationships that traditional Chinese values had with personal life outcomes, including health, employment, satisfaction of the five needs from Maslow’s hierarchy, and life satisfaction. The interviews examined the relationships that several demographic variables had with living by traditional Chinese values. The results of the empirical data revealed that most Chinese people today are still living according to the traditional Chinese cultural values, and that living by those traditional values are strongly associated with satisfaction of all five of the human needs in the Maslow hierarchy, as well as with overall life satisfaction. Additionally, the results of the qualitative interviews readily supported the empirical findings, and also revealed that the time during which inter-generational transmission of the Chinese cultural values occurs is when parents teach those values to their children at a very early age, that is, between 3 and 8 years old, before the children start primary school.