The Role of Emotional Empathy, Occupational Role Stress and Job Satisfaction among Teachers of Special and Normal Schools
Abstract
This study investigated the Emotional Empathy, Occupational Role Stress and Job Satisfaction among Teachers of average and Special education institutes. The objectives of this study included to explore; predictive relationship between emotional empathy, occupational role stress and job satisfaction among teachers of special education and normal schools, gender difference in teachers of special education and normal children schools on emotional empathy and difference in job satisfaction of teachers of special education and normal children schools in the context of Pakistan. In present study three instruments were used; Emotional empathy scale (Caruso & Mayer, 1998), occupational role stress scale (Pareek, 1993) and Job satisfaction scale (Macdonald & MacIntyre, 1991).These were administered on the sample of 150 teachers along with informed consent. To achieve the objectives of the study hypotheses were formulated and tested by using correlation and regression analysis. Hypotheses were strongly supported; the results showed that normal school teachers were more empathetic as compared to the special school teachers. The results also supported the hypothesis that occupational role stress had negative correlation with job satisfaction. Special education teachers showed higher level of occupational role stress and low job satisfaction as compared to normal school teachers.
References
AbuAlRub, R. F. (2004). Job stress, job performance and social support among hospital nurses. Journal of Nursing Scholarship. 36(1), 73-78.
Akomolafe, M. J. & Ogunmakin, A.O. (2014). Job Satisfaction among Secondary School Teachers: Emotional Intelligence, Occupational Stress and Self-Efficacy as Predictors. Journal of Educational and Social Research, 4(3).
Bank, S. R. & Necco, E.G. (1990).The effects of special education category and type of training on job burnout in special education teachers. Teachers Education and Special Education, 13(3-4), 187-191.
Beehr, T.A., & Newman, J.E. (1978). Job stress, employees health & organizational effectiveness: A Facet Analysis of Model & Literature Review. Personal Psychology, 31(4), 665-669.
Billingsley, B. S., & Cross, L. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators, Journal of Special Education, 25(4), 453-471.
Caruso, D.R., & Mayer, J. D. (1998). A Measure of Emotional empathy for Adolescents & adults (Unpublished Manuscript), University of New Hempshire, Durnham.
Cooper, B. (2002) ‘Teachers as Moral Models? The Role of Empathy in Teacher/Pupil Relationships’ (unpublished PhD thesis), Leeds Metropolitan University.
Cooper, C.L., Rout, U.,& Faragher, B.(1989). Mental health, job satisfaction, and job stress among general practitioners. BMJ, 298(6670), 366–370.
Dunham, J. (1992). Stress in Teaching (2nd ed.). New York: Routledge.
Evans, L. (1997). Understanding teacher morale and job satisfaction.Teaching and Teacher Education, 13(8), 831-845. doi:10.1016/s0742-051x(97)00027-9
Evans, L. (1998). The Effects of Senior Management Teams on Teacher Morale and Job Satisfaction. Educational Management & Administration, 26(4), 417-428. doi:10.1177/0263211x98264007
Fish, W. W. (2009). Special education: A Career of Choice. Remedial Special Education, 31(5), 400-407.
Gersten, R., Keating, T., Yovanoff, P.,& Hrniss, M. (2001). Working in special education: factors that enhance special educators’ intend to stay. Except child, 67(4): 554- 567.
Goleman, D. (1995). Emotional Intelligence. Newyork: Bantam Books.
Harris, S.F., Prater, M., Dyches, T., & Allen Heath, M. (2008). Job Stress of School-Based Speech-Language Pathologists. Communication Disorders Quarterly, 30(2), 103-111. doi:10.1177/1525740108323856
Hoppock, R. (1977). Job satisfaction (1st ed.). New York: Arno Press.
Ismail, A., Yao, A.,& Yunus, N. (2009). Relationship between occupational stress and job satisfaction: An Empirical Study in Malaysia. The Romanian Economic Journal, 7(34), 3-29.
Kantas, A. (2001), Factors of stress and occupational burnout of teachers, In V. E. Triliva. & B. Kaie. (Eds.), Stress, Anxiety and Intervention (pp. 217-29). Ellinika, Athens: Grammata.
Knowles, B.S. (1980).Psychosocial correlates of teacher burnout (Unpublished Doctoral dissertation). West Virginia University.
Kyriacou, C. (1987). Teacher stress and burnout: An International Review. Educational Research, 29, 146-52.
Lewis, R. (1999), Teachers coping with the stress of classroom discipline, Social Psychology of Education, 3, 155-171.
Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the Teacher Follow-Up Survey in the United States for 2000–2001. Teaching and Teacher Education, 24, 1173–1184.
Macdonalds, S., & Maclntyre, P. D. (1997). The Generic Job Satisfaction Scale: Scale Development & its Correlation. Employee Assistance Quarterly, 13(2), 1-16.
Mousavi, H., Yarmohammadi, S., BaniNosrat, A., Tarasi, Z. (2012). The relationship between emotional intelligence and job satisfaction of physical education teachers.Annuals of Biological Research, 3(2), 780-788.
Muhammad, M., Sabtain, F., Saima, N., &Zubair, A. (2011). The impact of job stress on employee job satisfaction: A study on telecommunication sector of Pakistan. Journal of Business Studies Quarterly, 2(3), 50-56.
Newell, S. (2002).Creating the healthy organization: Well-being, diversity & ethics at Work. London: Thomson Learning.
Pareek, U. (1993). Organizational Role Stress Scale. Ahmadabad: Naveen Publications.
Pervaz, S. & Hanif, R. (2003). Levels and sources of work stress among women school teachers. Pakistan Journal of Psychological Research, 18(3-4), 97-108.
Pranjić, N. & Grbović, M. (2011). Common factors related to the chronic occupational distress among special education teaching staff in Montenegro. International Journal of Peace and Development Studies. 2(4), 110-118.
Rogers, C. R. (1975). Empathic: An Unappreciated Way of Being. The Counselling Psychologist, 5 (2), 2–9.
Schultz, D.P. & Schultz, S.E. (2010). Theories of Personality Psychology (8thed.). Los Angeles: Tarcher.
Strunk, K. O. & Robinson, J.P. (2006). Oh, wants’ you stay: A multilevel analysis of the difficulties in retaining qualified teachers. Peabody Journal of Education, 81(4): 65-94.
Tett, R. P. & Meyer, J. P. (1993). Job satisfaction, organizational commitment, turn over: path analysis based on Meta analytic finding. Personnel Psychology, 46(2), 259- 293.
IJITL by Department of Education, IIUI is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.iiu.edu.pk. Permissions beyond the scope of this license may be available at Licensing and Copyright. All articles published by IJITL are licensed under the Creative Commons Attribution 4.0 International License. This permits anyone to copy, redistribute, transmit and adapt the work provided the original work and source is appropriately cited as specified by the Creative Commons Attribution License.The journal allows readers to freely read, download, copy, distribute, print, search, or link to the full texts of its articles and to use them for any other lawful purpose. Once published the copyrights are retained with the Journal.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International
