Vitality and Coping With Rules: A Qualitative Research Study Among Primary School Teachers

IF 3.1 3区 管理学 Q1 INDUSTRIAL RELATIONS & LABOR
Josine van den Elsen
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引用次数: 0

Abstract

This interview-based study investigates how primary school teachers cope with rules to maintain their vitality. It is important to understand how teachers can keep their vitality high as they play an important role in the development of future generations. This study categorized teachers into four groups based on their experience of rules (few or many) and their vitality (high or low): (a) resilient, (b) affected, (c) untroubled, and (d) decoupled. Then the coping strategies these groups used to cope with rules to maintain vitality were studied. It seems that the resilient group of teachers is able to maintain vitality by using different coping styles. Consequently, if teachers became more aware of the coping strategies they could adopt, for example, through coping training, this could help them to maintain their vitality.
活力与应对规则:小学教师的定性研究
这项以访谈为基础的研究调查了小学教师如何应对规则以保持活力。教师在下一代的发展中扮演着重要的角色,因此了解教师如何保持旺盛的活力非常重要。本研究根据教师对规则的体验(少或多)和活力(高或低)将其分为四组:(a) 有适应能力的,(b) 受影响的,(c) 不受困扰的,(d) 脱钩的。然后研究了这些群体为保持活力而应对规则的策略。看来,有弹性的教师群体能够通过使用不同的应对方式来保持活力。因此,如果教师能更多地了解他们可以采取的应对策略,例如通过应对培训,这将 有助于他们保持活力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.00
自引率
3.30%
发文量
19
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