南非西北部小学教育工作者的角色冲突

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-05-28 DOI:10.1080/18146627.2020.1747359
G. P. Boweni, Philip C. van der Westhuizen, L. Meyer
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引用次数: 1

摘要

摘要:如果工作与家庭角色冲突得不到妥善管理,可能会对教育工作者的工作和家庭生活质量产生不利影响。本研究的目的有两个,即确定在南非西北三个地区教学的小学教育工作者所经历的角色冲突的性质和程度。为了实现本研究的目的,进行了文献综述和实证研究。文献综述主要集中在角色冲突(角色内和角色间冲突)的性质上,而实证研究调查了西北三个地区795名小学教育工作者所经历的角色冲突的程度。根据关注角色冲突性质的文献综述的结果,制定并验证了一份问卷,以评估参与者所经历的角色冲突的程度。研究结果表明,总体而言,参与者经历了轻微到中度的角色内和角色间冲突。提出了一些建议,以管理和解决教育工作者在学校环境中角色内部和角色间冲突的经历。
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Role Conflict Experienced by Primary School Educators in North West, South Africa
Abstract If work-family role conflict is not managed properly it could have debilitating consequences for educators regarding the quality of their work and family lives. The aims of the current study were twofold, namely, to determine the nature and the extent of role conflict being experienced by primary school educators teaching in three regions of North West, South Africa. To achieve the aims of the study, a literature review and an empirical study were undertaken. The literature review focused primarily on the nature of role conflict (intra- and inter-role conflict), while the empirical study investigated the extent of role conflict (intra- and inter-role conflict) being experienced by 795 primary school educators teaching in three regions of North West. Based on the outcomes of the literature review focusing on the nature of role conflict, a questionnaire was developed and validated to assess the extent of role conflict being experienced by the participants. The findings indicated that, in general, the participants experienced a slight to moderate extent of intra- and inter-role conflict. Some recommendations were made to manage and address the educators’ experiences of intra- and inter-role conflict in the school context.
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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