Capabilities and work functionings of special education teachers in Namibia

IF 1.5 Q3 PSYCHOLOGY, APPLIED
A. Murangi, S. Rothmann, M. Nel
{"title":"Capabilities and work functionings of special education teachers in Namibia","authors":"A. Murangi, S. Rothmann, M. Nel","doi":"10.4102/sajip.v48i0.2046","DOIUrl":null,"url":null,"abstract":"Orientation: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in their work, perform poorly and quit their jobs.Research purpose: This study aimed to investigate the work capabilities of Namibian special education teachers and the effects thereof on their functionings.Motivation for the study: The capability approach offers a framework to study employees’ capabilities. No studies have been found regarding Namibian special education teachers’ capabilities and functionings.Research approach/design and method: A convenience sample (n = 200) of Namibian special education teachers participated in the study. The Capability Set for Work Questionnaire, Work and Meaning Inventory, Negative Affect Scale, Performance at Work Questionnaire and Intention to Leave Questionnaire were administered.Main findings: A lack of the following capabilities presented the highest risk for the sustainable employability of teachers: earning a good income, involvement in important decisions, contributing to something valuable and developing new knowledge and skills. Teachers with a range of capabilities (compared with limited capabilities) found their work more meaningful, rated their performance more highly and were less inclined to think about leaving their jobs.Practical/managerial implications: Managers should focus on implementing interventions that address four capabilities: earning a good income, involvement in decision-making, contributing to the creation of something valuable, and knowledge and skills to deal with disabilities.Contribution/value-add: This study contributes to knowledge regarding the capabilities of special education teachers that affect their functionings.","PeriodicalId":47235,"journal":{"name":"SA Journal of Industrial Psychology","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"SA Journal of Industrial Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/sajip.v48i0.2046","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
引用次数: 1

Abstract

Orientation: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in their work, perform poorly and quit their jobs.Research purpose: This study aimed to investigate the work capabilities of Namibian special education teachers and the effects thereof on their functionings.Motivation for the study: The capability approach offers a framework to study employees’ capabilities. No studies have been found regarding Namibian special education teachers’ capabilities and functionings.Research approach/design and method: A convenience sample (n = 200) of Namibian special education teachers participated in the study. The Capability Set for Work Questionnaire, Work and Meaning Inventory, Negative Affect Scale, Performance at Work Questionnaire and Intention to Leave Questionnaire were administered.Main findings: A lack of the following capabilities presented the highest risk for the sustainable employability of teachers: earning a good income, involvement in important decisions, contributing to something valuable and developing new knowledge and skills. Teachers with a range of capabilities (compared with limited capabilities) found their work more meaningful, rated their performance more highly and were less inclined to think about leaving their jobs.Practical/managerial implications: Managers should focus on implementing interventions that address four capabilities: earning a good income, involvement in decision-making, contributing to the creation of something valuable, and knowledge and skills to deal with disabilities.Contribution/value-add: This study contributes to knowledge regarding the capabilities of special education teachers that affect their functionings.
纳米比亚特殊教育教师的能力和工作职能
定向:如果教师在工作中缺乏情感健康和意义,表现不佳并辞职,特殊学校就无法执行其任务。研究目的:本研究旨在调查纳米比亚特殊教育教师的工作能力及其对其职能的影响。研究动机:能力方法提供了一个研究员工能力的框架。没有发现关于纳米比亚特殊教育教师能力和职能的研究。研究方法/设计和方法:一个方便的纳米比亚特殊教育教师样本(n=200)参与了这项研究。采用工作能力集问卷、工作与意义量表、负面情绪量表、工作表现问卷和离职意向问卷。主要发现:缺乏以下能力对教师的可持续就业能力构成了最高风险:赚取良好收入、参与重要决策、为有价值的事情做出贡献以及发展新知识和技能。具有一定能力的教师(与有限能力相比)发现自己的工作更有意义,对自己的表现评价更高,也不太愿意考虑离职。实际/管理影响:管理人员应专注于实施涉及四种能力的干预措施:赚取良好收入、参与决策、为创造有价值的东西做出贡献,以及处理残疾问题的知识和技能。贡献/增值:本研究有助于了解影响特殊教育教师职能的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
3.00
自引率
14.30%
发文量
26
审稿时长
35 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信