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Cited by 234Psychological Well-being and Life SatisfactionJob Satisfaction and Organizational BehaviorWorkaholism, burnout, and well-being

Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction, and professional thriving

Open access
Kern, Margaret L., Waters, Lea, Adler, Alejandro, White, Mathew·2014·Psychology
DOI 10.4236/psych.2014.56060
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Abstract

Purpose: Drawing on recent advances in the field of positive psychology, we conducted a pilot evaluation of employee wellbeing using Seligman’s (2011) multidimensional PERMA (positive emotion, engagement, relationships, meaning, and accomplishment) model of flourishing. We analyzed associations between multiple aspects of employee wellbeing and three outcomes: physical health, life satisfaction, and professional thriving. Method: Employees (N = 153) from a large private school in Australia completed a survey with items theoretically relevant to the PERMA theory. Factor analyses recovered the expected five PERMA components and a negative emotion factor. Regression analyses estimated cross-sectional associations between the wellbeing factors and self-reported physical health, life satisfaction, and professional thriving (job satisfaction and organizational commitment). Results: Differential associations support the multidimensional approach to defining and measuring wellbeing. For example, staff with higher engagement and better relationships reported greater job satisfaction and organizational commitment. Conclusions: Multidimensional wellbeing assessments can help school administrators understand and improve staff wellbeing, supporting policy and practice designs that ultimately will promote wellness for all stakeholders in the education system.

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  • Prevalence rates were rarely explicitly evaluated and judged as high or low TWB according to a numeric definition of scores.

    “This might have owed to the fact that, with a few exceptions (e. g., Capone & Petrillo, 2018; de Klerk, Temane, & Nienaber, 2013;Kern et al., 2014;Thakur, Chandrasekaran, & Guddattu, 2018), prevalence rates were rarely explicitly evaluated and judged as high or low TWB according to a numeric definition of scores.”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Kern et al., 2014

  • General health and vitality showed predominantly positive correlations with teacher well-being.

    “Subjective general variables such as general health and vitality showed predominantly positive correlations with TWB”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Kern et al., 2014

  • Organizational commitment was found to be moderately correlated with teacher well-being.

    “Although organizational commitment was found to be moderately correlated with TWB (Kern et al., 2014;Shoshani & Eldor, 2016)”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Kern et al., 2014

  • The dimensions of accomplishment and meaning were positively correlated with health and life satisfaction, while work engagement and co-worker relations were positively related to job satisfaction and organizational commitment.

    “the dimensions of accomplishment and meaning were positively correlated with health and life satisfaction, while the dimensions of work engagement and co-worker relations were positively related to occupational areas such as job satisfaction and organizational commitment (Kern et al., 2014).”

    From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Kern et al., 2014

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1 of the 36 references couldn’t be matched to a known paper.

Research works printed but not linked: 3

  1. Boehm, J. K., & Kubzansky, L. D. (in press). Positive Psychological Well-Being and Cardiovascular Disease. In W. Kop, L. Katzel, & S. Waldstein (Eds.), Cardiovascular Behavioral Medicine. New York: Springer.
  2. Cameron, K. S. (2003). Organizational Virtuousness and Performance. In K. S. Cameron, J. Dutton, & R. E. Quinn (Eds.), Positive Organizational Scholarship (pp. 48-65). San Francisco, CA: Berrett-Koehler.
  3. Steger, M. F. (2012). Experiencing Meaning in Life: Optimal Functioning at the Nexus of Spirituality, Psychopathology, and Wellbeing. In P. T. P Wong (Ed.), The Human Quest for Meaning (2nd ed., pp. 165-184). New York: Routledge.

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Authors
Kern, M. L., Waters, L., Adler, A., & White, M.
Affiliations
  • University of Pennsylvania (US)
  • The University of Melbourne (AU)
ORCID
Venue
Psychology
Publisher
Scientific Research Publishing, Inc.
Published
2014
Volume
05
Issue
06
Pages
500-513
ISSN
  • 2152-7180 (ISSN-L)
  • 2152-7199
DOI
10.4236/psych.2014.56060
OpenAlex
W2049667581
Cited by
234
References
36
Citations by year
2026: 14 · 2025: 32 · 2024: 30 · 2023: 37 · 2022: 30 · 2021: 24 · 2020: 14 · 2019: 19 · 2018: 7 · 2017: 10 · 2016: 6 · 2015: 10 · 2014: 1
FWCI
13.31
Type
journal article
Language
en
Open access
Licence
Locations
  • Psychology (publishedVersion, cc-by)
  • Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion, cc-by)
Topics
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
  • Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
  • Social Sciences › Psychology › Social Psychology › Workaholism, burnout, and well-being
Keywords
employee well-being, school staff, PERMA model, positive psychology, eudaimonia, physical health, life satisfaction, job satisfaction, organizational commitment, engagement, positive and negative emotions, school management

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