Comparison of the mental health, job satisfaction and organizational support of female teachers of special schools and ordinary schools in Rasht

Transcription

1 Comparison of the mental health, job satisfaction and organizational support of female teachers of special schools and ordinary schools in Rasht Soraya Haghbin Lashte Neshaei Public Psychology (MA), Faculty of Humanities, Department of Public Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran Bahman Akbari Associate Professor, Faculty of Humanities, Department of Public Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran Abstract This study aims at comparing the mental health, job satisfaction and organizational support of female teachers of special and ordinary schools in Rasht. This study is causal comparative. The population study consisted of all female teachers of special and ordinary schools in Rasht who had taught in the academic year By Random cluster sampling 150 (for each in the causal-comparative study of 25 patients) were selected as sample. In this study, to collect data from a 12-item General Health Questionnaire (GHQ-12), organizational support questionnaire Lamastrv (1999) Smith, Kendall and Hulin job satisfaction questionnaire (1987) were used. To test the hypothesis, we followed parametric statistical tests for different analysis of variance and 20 SPSS software. Research results showed that the difference between mental health, job satisfaction and organizational support of female teachers in special and ordinary schools was significant. According to the findings, we could conclude that the type of school is among the factors that can affect mental health, job satisfaction and organizational support of teachers. Keywords: mental health, job satisfaction and organizational support, female teachers of special schools and ordinary schools. Page 496

2 Introduction The survival of any organization is based on the ability to identify the needs, desires, motivations and factors such as job satisfaction, morale of staff as well as the development of appropriate policy to make coordination between individual goals (job satisfaction) and organizational objectives as the most important step toward efficiency and effectiveness of organizations. Material and moral incentives are the same facilities that are given to the individual to conduct his behavior in a particular direction. These factors should have importance and value for a person (Saatchi, 2002). Corman believes that working out is the component of the needs of human life, and human nature by work can act in order to satisfy their needs (Corman, 2005). Experts believe that job satisfaction is an attitude and they say that the definition of job satisfaction consists of general attitude towards it (SM Javadein, 2007). The effect of job satisfaction on organizational effectiveness, in the long term, is due to the costs imposed on the job quitting; dissatisfaction with the job is one of the factors that brought managers to believe into the importance of job satisfaction organization (Robbins, 2005). Kazmayr (2007) reported that job satisfaction, and interest to work only through attention to possible motivational factors, is possible (Ashrafi, 2007). Work plays a vital role in the physical and psychological health of individuals. And in addition to providing income and other resources to a person, it is the source and an indicator of social status, social support and satisfaction with life and identity. However, it may have undesirable effects on employed person. One of the most stressful jobs is professional teaching (Chan, 2006). The concept of mental health or psychological health is the general aspects of the physical, psychological and social health. Despite efforts by world leaders to provide more mental health in human health yet, there is still a measure of certainty in this area (Gess, 2008). Jaramillo (2011), in a study entitled Call (interaction), life satisfaction and job satisfaction: religion as director of the Colorado State University (America), stated that religious balance in the inner and outer significantly predicts life satisfaction and job satisfaction. Many researchers worked on this area that we can mention some of them: Jafari and Asrour (2011), in a study entitled Relationship between job satisfaction and organizational commitment in universities Utara Malaysia, perceived that there is a significant relationship between job satisfaction (according to Demographic factors and aspects of job satisfaction) and organizational commitment. Sayger (2011), in a study about Job satisfaction among employees as unrelated: The Role of Perceived justice and mental ownership, the German and Polish descent of Sweden, found that psychological ownership is an intermediary in relations between distributive justice, affective commitment and job satisfaction. This ownership or mental relation is the same as family that its existence makes the staff more successful. Page 497

3 Gutierrez (2012), in a study entitled Structural relationship between organizational commitment, job satisfaction global development experience, the value of work, organizational support and organizational fit of Nevada School of Nursing in America, thought that organizational support, expertise development, person-organization fit and job satisfaction in the world, are positive predictors of organizational commitment. Mental tranquility is a missing part of modern men, and he wholeheartedly seeks to achieve it. According to Islam, the most effective thing that can fix these problems is remembering Allah (Aghaei et al., 2007). Any investment to expand the understanding of health of teachers, especially the mental health of teachers will help to improve the educational process of future generation. Various factors affect people's mental health status and teachers are no exception, such environment, family, health, etc. On the other hand those teachers who are engaged in the education of exceptional students have the flexible nature, dependency, physical weakness and mental influence over this group of students. In addition, in flow of educational activities, they face more tolerant of stress; for this reason, between education of exceptional students and teachers mental health of the students are the two strains (Milanifar, 2003). The purpose of organizational support, generalized beliefs and feelings of people in this regard, is the cooperation, assistance and support to its members and their future. Employees, who experience high perceived organizational support, have the feeling that they should play some role according to the behavior and attitudes appropriate to organization. Their operation is in the interests of their organization and thereby compensates the support (Jarmillo, 2011)). In line with the above points, the present authors concluded mental health,organizational support and job satisfaction of women teachers in special schools and ordinary schools in Rasht are compared, examined and considered. Methodology Mental health has a vital role in the lives of individuals and society. Today there are a lot of obstacles in the normal psychological process, which can cause problems in the progress and consistency also according to the country's young demographic structure addressing the health of this large segment of society, especially teachers enjoys additional importance (Jernigan, 2002). The main hypothesis is that there is difference between mental health, job satisfaction and organizational support teachers in special The following are the research hypotheses: - There is a difference between the physical symptoms of female teachers of special - There is a difference between the symptoms of anxiety and insomnia of female teachers of special Page 498

4 - There is a difference between the failure of social action of female teachers in special - There is a difference between the depressive symptoms of female teachers of special - There is a difference between the job satisfaction among female teachers of special - There is a difference between the organizational support of female teachers of special schools and ordinary schools in the city of Rasht. This research has a practical purpose. Thus, fieldwork, questionnaires were used. The present study is based on the nature and method of causal comparative. The sample included all of female teachers in special schools and ordinary schools in Rasht, who had taught in the academic year In this study, 150 patients (25 patients per causal-comparative studies) of female teachers in special schools and ordinary schools in Rasht by random cluster sampling method were selected as sample. That is among normal schools, 12 schools and 5 schools of special schools were selected by single-stage randomly, and then a sample of 75 female teachers from special schools and 75 teachers were ordinary students. The instruments used to collect data in this study include: - General Health Questionnaire with 12 items (GHQ-12), 2- organizational support questionnaire, 3. Job satisfaction questionnaire In this study, reliability of the questionnaire was calculated by Cronbach's that Cronbach's alpha of mental health is 74/0 and organization supporting is 83/0, and job satisfaction is76/0. To analyze the data descriptive statistics such as frequency, percentage, mean, standard deviation, range and analyzed in accordance with the assumptions of multivariate analysis of variance was used and analyzed by 20 SPSS software. Page 499

5 Analysis - There is a difference between the physical symptoms of women teachers of special schools and ordinary schools in the city of Rasht. Table index descriptive physical symptoms of female teachers of special schools and ordinary schools Standard deviation mean group variab le 0/88 7/65 Ordinary school teachers 0/77 5/56 Exceptional school teachers Physic al symptoms The above table shows that the average advantage of physical symptoms of female teachers in ordinary school is more than female teachers in special schools (7/56). Table results of the independent t-test evaluate the difference between physical symptoms of female teachers in ordinary school and special schools 0/01 Freed om degree 158 t 9 8/5 0/55 F 0/33 physical symptoms The search for the mean difference between groups t test for independent groups is provided in the above table with regard to the equality of variance groups that have been investigated by testing Levin (0/64 P, (0/22 = F). By assuming equality of variances observed t value of (8/94 = t), it was statistically significant (0/01> P). Hence the hypothesis that there is a difference between the signs of the physical characteristics of female teachers of special schools and ordinary schools is approved. As low rating in the health questionnaire is high, we can conclude that female teachers of special school are healthier than female teachers in ordinary schools. - There is a difference between the symptoms of anxiety and insomnia of female teachers Special Table descriptive indicators of anxiety and insomnia of female teachers in Special schools and ordinary schools Standard deviation mean Group 1/35 1/08 9/99 8/56 ordinary Exceptional school teachers school teachers Symptoms of anxiety and insomnia Page 500

6 The above table shows that the average rates of anxiety and insomnia of female teachers in ordinary school are more than those of female teachers in special schools (9/99). Table of results of the independent t-test for assessing symptoms of anxiety and insomnia difference between female teachers Ordinary of and Special schools 0/01 Freed t om degree /9 0/55 F /19 0 symptoms of anxiety and insomnia The search for the mean difference between groups t test for independent groups is provided in the above table with regard to the equality of variance groups that have been investigated by testing Levin (0/66 P, (0/19 = F). By assuming equality of variances observed t value (8/19 = t), is statistically significant (0/01> P). Hence hypothesis that there is a difference, between the symptoms of anxiety and insomnia of female teachers in special schools and ordinary schools is approved. As low rating in the health questionnaire is high, we can conclude that female teachers of special schools have fewer anxiety and insomnia than ordinary school female teachers. - There is a difference between the failure symptoms of social action of female teachers in special schools and ordinary schools in the city of Rasht. Table index descriptive signs of failure social interaction, of female teachers in Special schools and ordinary schools Standard deviation mean group 0/78 0/55 5/75 6/57 Ordinary school teacher Special school teachers failure social interaction The above table shows that the average advantage of failure symptoms in social action in female teachers of Ordinary school are more than those of special schools female teachers (6/73). Table results of the independent t-test to evaluate the difference between failure symptoms of female teachers in Ordinary social and special schools 0/01 Freedo t m degree /6 0/53 F /55 0 Failure in act Page 501

7 The search for mean difference between two groups t test for independent groups is provided in the above table with regard to the equality of variance groups that have been investigated by testing Levin (0/42 P, (0/66 = F). By assuming equality of variances observed t value of (8/95 = t), statistically is significant (01/0> P). Hence the hypothesis that says there is a difference between the failure symptoms characteristics in social action of female teachers in special schools and ordinary schools is approved. As low rating in the health questionnaire indicates high health; it can be concluded that female teachers in special schools face fewer failure symptoms in social action than female teachers in ordinary schools. - There is a difference between the depressive symptoms of female teachers in special Table descriptive indicators of depression symptoms of female teachers in Special schools and ordinary schools Standard deviation mean group 1/55 13/05 Ordinary Depression school teacher 1/35 10/15 Special school teacher The above table shows that the average rates of depression of female teachers in ordinary schools are more than physical symptoms of female teachers in special schools (12/03). Table results of the independent t-test to evaluate the difference between depressions of female teachers in Ordinary Special schools 0/01 Freed T om degree /6 0/56 F /31 0 depressions The search for mean difference between two groups t test for independent groups is provided in the table above with regard to the equality of variance groups that have been investigated by testing Levin (0/65 P, (0/21 = F). By assuming equality of variances observed, t value of (8/55 = t) is statistically significant (0/01> P). Hence the hypothesis that there is a difference between the characteristics of depressive symptoms of female teachers in special schools and ordinary schools is approved. As low rating in the health questionnaire indicates high health, we can conclude that the female teachers in special school face less depressions than female teachers in ordinary school. Page 502

8 - There is a difference between the job satisfaction among of female teachers in special Table descriptive indicators of job satisfaction of female teachers in Special schools and ordinary schools Standard deviation 33/97 50/15 mean 351/1 355/57 Group Teachers of ordinary school Teachers of special school Job satisfaction The above table shows that the average advantage of job satisfaction of female teachers in special schools is more than that of female teachers in ordinary schools (236/37). Table results of the independent t-test to evaluate differences in job satisfaction among of female teachers in Special and Ordinary schools 0/33 Freed T om degree /5 0/03 F /55 6 Job satisfaction The search for mean difference between two groups t test for independent groups is provided in the table above; the disparity variance groups that have been investigated by testing Levin (0/02 P), (5/66 = F). Amount of observed t by assuming unequal variances of (-1/23 = t), is statistically not significant (0/22 P). Hence the hypothesis suggests that there is a difference between characteristics of job satisfaction of female teachers in special schools and ordinary schools, is not approved. - There is a difference between the organizational support of female teachers in special Table descriptive indicators organizational support of female teachers in Special schools and ordinary schools Standard deviation mean group variabl e 13/63 67/01 Teachers of ordinary school Organi 13/11 55/59 Teachers of special school zational support The above table shows the average rates of organizational support of female teachers in special schools are more than of physical signs of female teachers in ordinary schools (63/49). Page 503

9 Table results of the independent t-test to evaluate differences in organizational support of female teachers in Special and Ordinary schools 0/01 Freed om degree 158 T 3-5/3 0/75 F 0/10 Organizatio nal support The search for mean difference between two groups t test for independent groups is provided in the table above with regard to the equality of variance groups that have been investigated by testing Levin (0/76 P), (0/10 = F). By assuming equality of variances to the amount of observed t (-3/22 = t), it is statistically significant (0/01> P). Hence the hypothesis suggests that there is a difference between the characteristics of organizational support of female teachers in special schools and ordinary schools is confirmed. It can be concluded that female teachers in special schools have more organizational support than female teachers in ordinary school. Discussion and conclusion - There is a difference between mental health, job satisfaction and organizational support of female teachers in special According to the results, differences in mental health, job satisfaction and organizational support of female teachers in special schools and ordinary schools are statistically significant (0/01> P). The results of this hypothesis with the results Mehrabi Zadeh et al. (2010), Hosseini and colleagues (2014) and Gholami and Mansoubifard oven (2009), are not in line. The issue of mental health in teachers in particular is a discussion that is more complex. For example, it is known that the prevalence of mental disorders in teachers with high working pressure is 5.1 times more the other teachers (Ray et al., 2006). According to Kiafar (1998) 28.5% of teachers have a mental disorder and in this paper, et al (2007) found that 18.9% of teachers suspected of mental disorders. - There is a difference between the symptoms of anxiety and insomnia of female teachers in special To investigate this hypothesis, the t-test for independent groups was used. The results showed that the hypothesis suggests that there is a difference between characteristics of the symptoms of anxiety and insomnia of female teachers in special schools and ordinary schools Page 504

10 that is approved. Since the low rating in health questionnaire is high, it can be concluded that the symptoms of anxiety and insomnia in female teachers in special schools is fewer than ordinary schools teachers. The results of this hypothesis with the results of mehrabi Zadeh et al (2010) Hosseini et al. (2014), Gholami and Mansoubifard (2009), are the in line. - There is a difference between failure of social action of female teachers in special schools and ordinary schools in Rasht city. The search for mean difference between two groups t test for independent samples was used. The results showed that the hypothesis that there is a difference between failure characteristics of female teachers in special schools and ordinary schools of social action is approved. As low rating in the health questionnaire indicates high health; it can be concluded that female teachers of special schools are less regular in failure of social action than female teachers in ordinary schools. The results of this hypothesis with the results of Mehrabizadeh et al (2010) Haider Malek, et al (2012) are in line. - There is a difference between depressive symptoms of the female teachers of special The search for mean difference between two groups t test for independent samples was used. Hence hypothesis that there is a difference between characteristics of depressive symptoms of female teachers in special schools and ordinary schools is approved. As low rating in the health questionnaire indicates high health; it can be concluded that female teachers of special schools have less depressive symptoms than the female teachers of ordinary school. The results of this hypothesis with the results of Michem and Downing (2005) and co-workers (2010) Haider Malik, et al (2012) are in line. - There is a difference between job satisfaction among female teachers of special schools and ordinary schools in the city of Rasht. The search for mean difference between two groups t test for independent samples was used. The results showed that the hypothesis that there is between job satisfaction of female teachers of special schools and ordinary schools, is not approved. The results of this study hypothesis with the results of Jahromy Shapur Amin (2009), faith and colleagues (2011), are in line. You can say that exceptional school teachers in the field of job satisfaction are not different from ordinary school teachers and they are satisfied with their job. - There is a difference between organizational support of female teachers of special schools and ordinary schools in Rasht city. The search for mean difference between two groups t test for independent samples was used. Page 505

11 Hence hypothesis that there is a difference, between characteristics of organizational support of female teachers of special schools and ordinary schools is approved. It can be concluded that female teachers of special schools, face more organizational support than ordinary schools female teachers. The results of this of research hypothesis with the results of Jahromy Shapur Amin (2009), Khosravi et al. (2012), are in line. It can be explained that teachers in special schools for the hard work such as dealing with children with behavioral problems and use their ability to make the children better and also because they should deal with parents that have mental problems themselves, face with more organizational support, so part of their efforts may be compensated. Page 506

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