Working community-related interaction factors building occupational well-being-learning based intervention in Finnish and Estonian schools (2010-2013)
Open accessAbstract
This article examines whether a three-year learning-based work community intervention resulted in changes in working community-related interaction factors and occupational well-being among Finnish and Estonian school staff. It reports the types of changes in working community-related interaction factors and their associations to the subjective occupational well-being and general occupational well-being of the working community. The initial quantitative survey data were collected in Finland (n = 486) and Estonia (n = 1330) in 2010 using the “Well-being at your work index questionnaire.” The same measurement tool was used in 2013 to collect final survey data from school staff members in Finland (n = 545) and Estonia (n = 974). The data were analyzed statistically with percent, mean, SD, Mann-Whitney test, sum variables, one-way analysis of variance and Spearman’s correlation. Changes were detected in factors related to working community interaction; in particular, statistically significant changes in work management and time use were detected in Finnish schools. Working atmosphere and appreciation of others’ work, cooperation and information, and work management and time use were associated to both the subjective occupational well-being and general occupational well-being of the working community. Schools should plan and implement development activities to promote the subjective occupational well-being and general working community occupational well-being. Development work should focus on working community-related interaction, such as trust between workers. Principals should draw particular attention to principal–subordinate relationships and to providing information about changes.
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Only 17 studies used scales dedicated to TWB with an explicit relation of items or scales to the tasks of the teaching profession.
“Regarding quantitative research, only 17 studies used scales that were dedicated to TWB with an explicit relation of items or scales to the tasks of the teaching profession, such as instruction, interaction with students and parents, collaboration with other teachers, or cooperation with the principal (e.g., Collie, Shapka, Perry, & Martin, 2015, 2016;Cook et al., 2017;Laine et al., 2018;Mankin,”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Laine et al., 2018
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- Authors
- Laine, S., Saaranen, T., Pertel, T., Hansen, S., Lepp, K., Liiv, K., & Tossavainen, K.
- Affiliations
- University of Eastern Finland (FI)
- National Institute for Health Development (EE)
- Corresponding author
- Laine, Sari
- Venue
- International Journal of Higher Education
- Publisher
- Sciedu Press
- Published
- 2018-02-09
- Volume
- 7
- Issue
- 2
- Pages
- 1
- ISSN
- 1927-6044 (ISSN-L)
- 1927-6052
- OpenAlex
- W2787175182
- Cited by
- 17
- References
- 28
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 2 · 2023: 3 · 2022: 2 · 2021: 4 · 2020: 1
- FWCI
- 3.16
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal of Higher Education (publishedVersion)
- UEF eRepo (University of Eastern Finland) (submittedVersion, cc-by)
- Funders
- Itä-Suomen Yliopisto
- Suomen Kulttuurirahasto
- Työsuojelurahasto
- OLVI-Säätiö
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Health Sciences › Health Professions › General Health Professions › Workplace Health and Well-being
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
- Keywords
- employee well-being, work community, school staff, work management, time use, organizational climate, Finland, Estonia
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