Frontiers in Psychology,
Год журнала:
2022,
Номер
13
Опубликована: Авг. 16, 2022
Recent
studies
on
the
effects
of
mandatory
online
teaching,
resulting
from
COVID-19
pandemic,
have
widely
reported
low
levels
satisfaction,
unwillingness
to
continue
and
negative
impacts
psychological
well-being
teachers.
Emerging
research
has
highlighted
potential
role
need
thwarting
(PNT),
in
terms
autonomy,
competence,
relatedness
thwarting,
teaching.
The
aim
this
study
was
evaluate
immediate
delayed
(longitudinal)
PNT
teaching
teachers'
(including
distress
burnout),
intention
job
satisfaction.
Moreover,
data
collected
both
cross-sectional
longitudinal
surveys
allowed
for
a
systematic
validation
an
important
instrument
field
teacher
psychology,
Psychological
Need
Thwarting
Scale
Online
Teaching
(PNTSOT),
reliability
validity.
reveal
usefulness
construct
predicting
explaining
willingness
using
as
well
degree
burnout
after
period
2
months,
such
that
is
positively
associated
with
negatively
As
such,
PNTSOT
recommended
future
evaluating
long-term
psychological,
affective,
intentional
outcomes
stemming
PNT.
based
our
findings
impact
persistent
long-term,
we
suggest
school
leaders
provide
flexible
sustained
professional
development,
model
respectful
adaptive
leadership,
create
opportunities
mastery
development
community
practice
can
mitigate
during
times
uncertainty.
Additionally,
psychometric
properties
instrument,
empirical
demonstrate
internal
reliability,
test-retest
measurement
invariance,
criterion
validity
(concurrent
predictive)
data.
International Journal of Latest Technology in Engineering Management & Applied Science,
Год журнала:
2025,
Номер
14(1), С. 51 - 64
Опубликована: Фев. 3, 2025
Abstract:
This
study
investigated
how
school
culture
affects
the
relationship
between
stress
levels
and
conflict
management
styles.
The
findings
provide
valuable
information
for
establishing
an
intervention
strategy
in
Region
XI.
used
a
quantitative
research
strategy,
using
correlational
approaches
analysis.
sample
included
400
teachers
from
data
was
collected
customized
survey
questions
that
were
verified
content
validity
reliability.
then
evaluated
variety
of
statistical
approaches,
including
Mean,
Pearson
correlation
coefficient,
Multiple
Regression
Analysis,
Path
revealed
considerable
reduction
levels,
with
styles
scoring
well.
Furthermore,
highly
regarded.
found
strong
connections
among
variables,
clear
links
culture,
It
also
emphasized
acts
as
mediator
styles,
providing
insight
into
process
connects
to
disagreements
are
managed.
This
study
introduces
a
rippleeffect
model
that
links
Quality
of
Work
Life
(QWL),
Psychological
well-being
(PWB),
Organizational
Role
Stress
(ORS),
and
Citizenship
Behavior
(OCB)
within
Indian
universities-a
context
seldom
examined
as
an
integrated
system.
The
aim
is
to
show
how
QWL
propagates
through
PWB
ORS
influence
faculty
citizenship
behavior,
thereby
filling
gap
in
multivariate
stress
research.
Data
were
collected
from
303
permanent
members
public
private
universities
West
Bengal,
India.
Participants
completed
validated
scales
for
QWL,
PWB,
ORS,
OCB.
Dimensional
scores
served
indicators.
Reliability
was
assessed
via
Cronbach's
α
composite
reliability
(all
≥
0.82).
Harman's
singlefactor
test
confirmed
negligible
commonmethod
variance.
Hypotheses
tested
with
structuralequation
modeling
AMOS;
the
fit
evaluated
CFI,
TLI,
RMSEA,
SRMR.
final
showed
good
(CMIN/df
=
1.76;
CFI
0.92;
TLI
0.91;
RMSEA
0.05).
positively
associated
(β
1.00,
p
<.001)
negatively
-
0.15,
=.021).
reduced
0.12,
=.002)
increased
OCB
0.07,
=.002).
has
strong
negative
association
0.51,
<.001).
Mediation
testing
revealed
partly
mediated
→
pathway,
while
both
A
sequential
mediation
(QWL
OCB)
also
significant
0.06,
95%
CI
0.023-0.108).
ripple
effect
explained
63%
reveals
systemic
improvements
cascade
psychological
stress-related
mechanisms
foster
prosocial
behaviors.
It
advances
organizational
theory
by
demonstrating
these
dynamics
high-pressure
academic
context.
Practical
implications
suggest
prioritizing
workload
autonomy,
flexible
policies
enhance
institutional
performance.
findings
highlight
need
holistic,
organization-level
interventions
over
individual-focused
approaches.
Frontiers in Psychology,
Год журнала:
2022,
Номер
13
Опубликована: Авг. 16, 2022
Recent
studies
on
the
effects
of
mandatory
online
teaching,
resulting
from
COVID-19
pandemic,
have
widely
reported
low
levels
satisfaction,
unwillingness
to
continue
and
negative
impacts
psychological
well-being
teachers.
Emerging
research
has
highlighted
potential
role
need
thwarting
(PNT),
in
terms
autonomy,
competence,
relatedness
thwarting,
teaching.
The
aim
this
study
was
evaluate
immediate
delayed
(longitudinal)
PNT
teaching
teachers'
(including
distress
burnout),
intention
job
satisfaction.
Moreover,
data
collected
both
cross-sectional
longitudinal
surveys
allowed
for
a
systematic
validation
an
important
instrument
field
teacher
psychology,
Psychological
Need
Thwarting
Scale
Online
Teaching
(PNTSOT),
reliability
validity.
reveal
usefulness
construct
predicting
explaining
willingness
using
as
well
degree
burnout
after
period
2
months,
such
that
is
positively
associated
with
negatively
As
such,
PNTSOT
recommended
future
evaluating
long-term
psychological,
affective,
intentional
outcomes
stemming
PNT.
based
our
findings
impact
persistent
long-term,
we
suggest
school
leaders
provide
flexible
sustained
professional
development,
model
respectful
adaptive
leadership,
create
opportunities
mastery
development
community
practice
can
mitigate
during
times
uncertainty.
Additionally,
psychometric
properties
instrument,
empirical
demonstrate
internal
reliability,
test-retest
measurement
invariance,
criterion
validity
(concurrent
predictive)
data.
