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Relationships of Self-leadership, Working Environment, and Professionalism among School Health Teachers
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Joohee Kim, Young Ko
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Res Community Public Health Nurs. 2023;34(4):294-306. Published online December 29, 2023
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DOI: https://doi.org/10.12799/rcphn.2023.00297
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 Abstract
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- Purpose
This study was conducted to examine the relationships of self-leadership, working environment, and professionalism, and to identify the factors that influence professionalism among school health teachers.
Methods
This study was a descriptive research study to identify the relationships of self-leadership, work environment, and professionalism among school health teachers. Data were collected from 198 people via an online survey using a structured questionnaire. The data were collected from February 7 to 24, 2023. The relationships of self-leadership, working environment, and professionalism were analyzed using multiple regression analysis.
Results
The score of self-leadership of school health teachers was 3.97 points out of 5, working environment was 3.28 points out of 5, and professionalism was 4.12 points out of 5. Professional accountability and competency development were influenced by behavioral strategies of self-leadership, cognitive strategies of self-leadership, and working environment. These variables explained 35.0% and 29.5% of professional accountability, respectively. Autonomy was influenced by age, cognitive strategy of self-leadership, and working environment, and these variables explained 19.2% of the variance of autonomy. Social recognition was influenced by behavioral strategy of self-leadership, and working environment, and these variables explained 28.0% of social recognition.
Conclusion
To enhance the professionalism of school health teachers, it is necessary to cultivate self-leadership that can overcome difficulties in work and properly self-criticize. Improving the working environment would help enhance the professionalism of school health teachers.
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Perceived Discrimination and Workplace Violence among School Health Teachers: Relationship with School Organizational Climate
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Joohee Kim, Young Ko
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J Korean Acad Community Health Nurs. 2022;33(4):432-445. Published online December 31, 2022
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DOI: https://doi.org/10.12799/jkachn.2022.33.4.432
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Abstract
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- Purpose
The purpose of this study was to identify the relationship of the school organizational climate with perceived discrimination and the workplace violence among school health teachers.
Methods: The research design was a cross-sectional study. The subjects of the study were 350 school health teachers with more than one year of teaching experience. Data were collected online using a questionnaire. Research variables are general characteristics, organizational climate, perceived discrimination, and workplace violence. The relationship between organizational climate and perceived discrimination and the relationship between organizational climate and workplace violence were analyzed using regression analysis.
Results: The score for organizational climate of health teachers was 3.10 out of 5 points, the score for perceived discrimination was 2.85 out of 5 points, and the experience rate of workplace violence was 16.9%. School organizational climate was related to both workplace violence and perceived discrimination. The subcomponents of organizational climate affecting perceived discrimination of health teachers were interrelationship and the level of compensation. The subcomponents of organizational climate affecting workplace violence of health teachers were interrelationship and autonomy.
Conclusion: The improvement of the school's organizational climate can reduce the level of workplace violence and discrimination against health teachers. It is important to establish an appropriate evaluation system for health teachers and to recognize the role and expertise of health teachers. In addition, it is necessary for school administraters to actively support health teahcers and to create an organizational climate where they can be friendly and communicative.
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