occupational well-being general results of the action research ......Promotion of school community...
Transcript of occupational well-being general results of the action research ......Promotion of school community...
-
Promotion of school community staff’s occupational well-being – general results of the action research project in Finland and Estonia, 2009-2013
Motivational seminar 14.11.2012, Tallinn
•University Lecturer, Terhi Saaranen, docent, PhD, University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Finland,•Head of Health Promotion Department, Tiia Pertel, MD, Health Promotion Department, The National Institute for Health Development, Estonia,•Chief specialist, Triinu Kalle, MA, Health Promotion Department, The National Institute for Health Development, Estonia,•Chief specialist, Siivi Hansen, MD, Health Promotion Department, The National Institute for Health Development, Estonia,•Chief specialist, Liana Varava, MD, Health Promotion Department, The National Institute for Health Development, Estonia,•Chairman of the Board, Kädi Lepp, MA , Tallinn University Haapsalu Collage / Foundation for School Health Care in Tallinn Development, Estonia,•Professor, Hannele Turunen ,PhD, University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Finland,•Professor, Kerttu Tossavainen, PhD, University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Finland,
Contact information: Terhi Saaranen, email: [email protected]
-
University of Eastern Finland
•3 campuses (Joensuu, Kuopio, Savonlinna)
• Approximately 15,000 degree students
• Four faculties:
Philosophical Faculty
Faculty of Science and Forestry,
Faculty of Health Sciences, and
Faculty of Social Sciences and Business
Studies
16.11.2012 2
-
The Department of Nursing Science
16.11.2012 3
• The Department of Nursing Science at the University of Eastern Finland on the Kuopio Campus is part of the multidisciplinary researchand educational environment of the Faculty of Health Sciences.
• The faculty educates and trains experts and professionals in a numberof key health and health care fields.
-
16.11.2012 4
Content
*Implementation
*Purpose
*Study questions
*Methods
*Findings
*Conclusions
Promotion of school community staff’s occupational well-being – general results of the action research project in Finland and Estonia, 2009-2013
-
16.11.2012 5
Baseline survey was undertaken between autumn 2009 and winter 2010
Beginning of the interventions (2010-2011)
Process evaluation (autumn 2011 to winter 2012)
Final survey (autumn 2012)
-school's health promotion group has
written a mid-term evaluation of the
school research project in autumn
2011 (Finland n=16, Estonia n=38),
- continuation of interventions
and reassessment of the action
process
- support activities that
enhance the well-being in
each school
- school’s health promotion
groups established
- school’s health promotion groups planned their own
school project, in collaboration
with the entire staff
- action plans of school staff’s occupational well-being written
(Finland n=17, Estonia n=33), the
development targets and activities
will take place between 2010 and
2012
- data were collected using
the quantitative web-based
Well-being at your work index
questionnaire
- information about the school
staff in Finland (n=486)
- information about the school
staff in Estonia (n=1330)
- quantitative web-based Well-being at your work index questionnaire
- the same respondents as in the baseline survey
IMPLEMENTATION
-
Purpose
•The results of the occupational well-being of school staff related to the aspects of ”working community”, ”worker and work”, ” working conditions” and ”professional competence” and outline development requirements of school communities across Finland and Estonia.
•Using participatory action research, the projects run from 2009 until 2013 within the SHE (Schools for Health in Europe) network in Finland and Estonia
16.11.2012 6
-
Study questions The specific questions were
1) What was the state of school community staffs’ occupational well-being in Finland and Estonia at the baseline of the project?
2) What were the most problematic factors of the aspects of the working community, worker and work, working conditions and professional competence in Finland and Estonia at the baseline of the project?
3) What were the needs for development related to the working community, worker and work, working conditions and professional competence in Finland and Estonia at the baseline of the project?
4) How have the aims of the action plans been achieved in Estonia and Finland? (interim evaluation)
16.11.2012 7
-
16.11.2012 8
WORKER
AND WORK
WORK
COMMUNITY
PROFESSIONAL
COMPETENCE
WORKING
CONDITIONS
OCCUPATIONAL WELL-BEING
OF STAFF IN A SCHOOL COMMUNITY
Improvement of
the functionality
of the working
community and
organisation
Promotion of
individual
health and
resources
Development
of work and
the working
environment
Development of
professional
competence
-
Methods
16.11.2012 9
Questionnaire and Data
•the Well-being at your work index questionnaire
•background information•the total evaluation of occupational well-being and
satisfaction in terms of actions that to maintainthe ability to work
•the opinions and development needs of thedifferent aspects of occupational well-being (working conditions, working community,worker and work, professional competence)
-
Methods
16.11.2012 10
Data analysis•Background information using descriptive statistics•The aspects of ”working community”, “worker and work”,”working conditions” and ”professional competence”sum variables were formulated, differences between thecountries were studied by using the Mann-Whitney U test
-
Methods
16.11.2012 11
Three sum variables of the aspect ”working community”:• working atmosphere and appreciation of others’ work • co-operation and information • work management and time use
Four sum variables of the aspect ”worker and work”:• workload • activities supporting personal resources at work, • the functioning of occupational health care • urgency and pace of work
-
Methods
16.11.2012 12
Four sum variables of the aspect ”working conditions”:• working space, postures and equipment• physical factors• no chemical and biological factors and permanent working site
Three sum variables of the aspect ”professional competence”:• substantive competence and interaction• adequacy of education • satisfaction with IT skills
-
Table I. School community staffs’ evaluation of occupational well-being and actions employed to maintain the ability to work in Finland (n = 486) and Estonia (n = 1330).
16.11.2012 13
Variables Finland Estonia
Mean SD Mean SD p-value (Mann-
Whitney Test)
Subjective occupational well-
being at this workplace
compared with the best level
3.81 0.77 3.71 0.71 0.002
General well-being of the staff
in my working community
3.42 0.77 3.61 0.64 0.000
Satisfaction with the
occupational well-being
actions available to me
2.93 0.98 3.62 0.77 0.000
Satisfaction with the
occupational well-being
actions available in my
working community
3.08 0.98 3.65 0.75 0.000
RESULTS
-
14
Results: Working community
Finland (n=486)
mean
Estonia (n=
1330)
mean
Working atmosphere and appreciation of others’ work
Opinion: 3.76
Need for
development: 3.45
Opinion: 3.97***
Need for development:
3.66***
Co-operation and information
Opinion: 3.55
Need for
development: 3.40
Opinion: 3.85***
Need for development:
3.63***
Work management and time use
Opinion: 3.29
Need for
development: 3.30
Opinion: 3.93***
Need for development:
3.68***
1=totally disagree, 2=quite disagree, 3=neither agree nor disagree, 4 =quite agree, 5=totally agree*** p = 0.000 (Mann-Whitney U test)
-
15Results: Worker and work
Finland (n=486) Estonia (n=1330)
Workload Opinion: 3.30
Need for
development: 3.42
Opinion: 3.75***
Need for
development: 3.67***
Activities supporting personalresources at work (for example, control over stress, tickets to gym/swimming pool and eitherpersonal or group mentoring)
Opinion: 2.73
Need for
development: 2.98
Opinion: 3.16***
Need for
development: 3.23***
Functioning of occupational healthcare
Opinion: 2.89
Need for
development: 3.15
Opinion: 3.07***
Need for
development: 3.19
Urgency and pace of work Opinion: 2.62
Need for
development: 3.11
Opinion: 3.16***
Need for
development: 3.47
1=totally disagree, 2=quite disagree, 3=neither agree nor disagree, 4=quite agree, 5=totally agree*** p = 0.000 (Mann-Whitney U test)
-
16Results: Working conditions
1=totally disagree, 2=quite disagree, 3=neither agree nor disagree, 4=quite agree, 5=totally agree*** p = 0.000 (Mann-Whitney U test)
Finland (n=486) Estonia (n=1330)
Working space, postures and equipment
Opinion: 2.91
Need for
development: 2.97
Opinion: 3.62***
Need for
development:
3.56***
Physical factors (e.g. noise leveltemperature, lighting)
Opinion: 2.88
Need for
development: 3.02
Opinion: 3.71***
Need for
development:
3.79***
No chemical and biological factors Opinion: 3.62
Need for
development: 4.17
Opinion: 4.18***
Need for
development:
4.55***
Permanent working site (for example a teacher or a cleanerdon’t need to move to anotherschool during the workday)
Opinion: 3.79
Need for
development: 3.93
Opinion: 4.24***
Need for
development:
4.46***
-
17
Results: Professional competence
Finland (n=486)
mean
Estonia (n=
1330)
mean
Substantive competence and interaction
Opinion: 3.76
Need for
Development: 3.32
Opinion: 3.90***
Need for development:
3.39***
Adequacy of education Opinion: 2.86
Need for
Development: 3.09
Opinion: 3.54***
Need for development:
3.32***
Satisfaction with IT skills Opinion:3.26
Need for
Development:3.16
Opinion: 3.05
Need for development: 2.98
1=totally disagree, 2=quite disagree, 3=neither agree nor disagree, 4 =quite agree, 5=totally agree*** p = 0.000 (Mann-Whitney U test)
-
Interim evaluation
16.11.2012 18
•school's health promotion group has writtena mid-term evaluation of the school research projectin autumn 2011 (Finland n=16, Estonia n=38)
• a mid-term evaluation has been done via a web-based questionnaire
continuation of interventions and reassessment of the action process
support activities that enhance the well-being in each school
-
16.11.2012 19
See the Word document “A figure summarizing the goals of the action plan and how these were realized in Estonian school communities (n=38)”
Results of the mid-term evaluation in Estonia
-
16.11.2012 20
• Based on the results of the mid-term evaluation, formulating an occupational health plan for school staff was considered to increase the commitment to occupational well-being and made operations more systematic.
Comments from the schools:
”Forces you to keep occupational well-being in mind”” Gives structure to actions””Acknowledging promlem areas and working on them is target-oriented””It make things clearer when issues have been collected and written down””Has made the work community more active””Has improved knowing your workmates”” The plan has used staff as a starting point”
• Some schools had problems in getting other staff members to invest themselves in development actions
Experiences of the action plan in Finland
-
Conclusion
Working community•there is a need for development measures that increase schools’ communality (e.g. social support and co-operation); specific interventions will be developed on the basis of the results obtained from the project schools.
-
Conclusion
Worker and work, Working conditions• Differences between the two countries (more positive results from Estonia)
Why?•The problems of indoor air quality andcontamination by mould in several Finnish schools(unawareness of such problems in Estonian Schools?)•Alternatively, Estonia is still quite a new state andthe development of schools is still on-goingfor instance , there has been development work to improve physical working conditions, which staff have been satisfiedwith.
-
Conclusion
Professional competence
•The Estonian participants felt a need for development especially in IT skills •The Finnish participants’ results indicate there is alsoa definite need for improvement in the adequacy of staff education
-
Conclusion
• The study does not clearly explain the differences between the results from Finland and Estonia, and further research is needed in this area
• There is a need for development in school staffs’ occupational well-being and maintenance of their ability to work at the individual and community levels in both countries
-
Conclusion
Healthy staff members have more energy to handle their work and this has an effect on the well-being and learning of children and adolescents.
Therefore, it is important to create research-based intervention projects to promote the occupational well-being and professional competence of school staff
-
Thank you for participating.
References:Saaranen T, Sormunen M, Streimann K, Pertel T, Hansen S, Varava L, Lepp K, Turunen H. & Tossavainen K. 2012. The occupational well-being of school staff and maintenance of their abilityto work in Finland and Estonia - focus on the school community and professional competence. Health Education 112(3), 236-255.
Saaranen T, Pertel T, Kalle T, Hansen S, Varava L, Lepp K, Turunen H. & Tossavainen K. 2012. School staffs’ experiences of work and working conditions in Finnish and Estonian schools. The Open Public Health Journal, 5, 40-51.
-
Some pictures from Tallinn in December 2009
16.11.2012 27
-
Some pictures from Rakvere in June 2010
16.11.2012 28
-
16.11.2012 29
The picture from Geneve in July 2010
-
16.11.2012 30
The picture from Kuopio in May 2011