Browsing by Author "Janik, Manfred"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    The teacher who goes the extra (s)mile: A study among primary school teachers in Namibia
    (University of Namibia, 2016) Marques, Lilita A.; Janik, Manfred
    This study focused on job factors (work engagement, organisational commitment) and psychological states (psychological availability, meaningfulness, autonomy, psychological safety) that teachers (N = 628) in Namibian primary schools need for increased organisational citizenship behaviour (OCB). OCB indicates a teacher’s spontaneous willingness to perform work that is over and above the work description. A quantitative research design with a field survey has been used with a non-random convenience sample of teachers in all regions of Namibia. Measuring instruments used, were: Work Engagement Scale, Organisational Commitment Scale, Psychological Conditions Scale, Organisational Citizenship Behaviour Scale and a biographical questionnaire. Initial statistical analysis included exploratory factor analysis and confirming the reliability of the scales. In addition, descriptive statistics, Pearson correlations and multiple hierarchical regression analyses were conducted. Mean scores indicated lower levels of cognitive engagement, autonomy, psychological safety and OCB. Medium correlations were found between job factors and OCB as well as between organisational commitment and OCB and psychological conditions and OCB. Other main fi ndings indicated that work engagement (especially physical engagement), organisational commitment as well as the psychological states autonomy and psychological availability were the more significant predictors of OCB. Contrary to expectations, the psychological states of meaningfulness and safety did not significantly predict OCB. Relevant recommendations were formulated based on the results of this study.
  • Thumbnail Image
    Item
    Time perspective and identity
    (University of Namibia, 2001) Janik, Manfred
    Time perspective is the subjective perception a person holds about his/her past, present and future. Past, present and future are regarded as the dimensions of time perspective. All experiences/events are sorted into the dimensions and are called "contentss" of time perspective. The events/experiences of the different dimensions of time perspective are connected to each other, which provides the person with a perception of continuity over the life span. A perception of continuity over the life span is crucial for identity formation. However, certain factors can prevent the connection between the dimensions of time perspective. A person then "freezes" within one dimension. It was anticipated that past, political circumstances and poverty might "freeze" many Namibians in one dimension of time perspective, which would affect the collective Namibian identity as well. Therefor, the objective of this study was to investigate the contents of time perspectives of Namibians and then draw conclusions about the relevance of time perspective for a collective Namibian identity. The research question was: what contents of time perspectives can be found in Namibia, how can that contents be characterized and does this contents indicate a subjective sense of life continuity? A qualitative study was conducted. Four middle-age interviewees from four different socio-economic classes were selected. Semi-structured interviews were conducted in English with these interviewees. The interviews were tape recorded and transcribed according to the transcription rules of Mayring (1997). The interviews were analyzed with the Summarizing Qualitative Contents Analysis of Mayring (1997). An investigation of the time perspectives of four Namibians from different socio-economic classes showed that all four interviewees experienced an interplay between their past, present and future dimensions. Therefor the interviewees experienced their own lives as a continuity. From these findings of the time perspectives of the four interviewees, hypotheses can be drawn as to the relevance of time perspective for a collective Namibian identity.
  • Thumbnail Image
    Item
    Well-being of educators in selected secondary schools in Namibia
    (2013) Janik, Manfred
    This study focussed on job and personal factors that educators (N = 502) in Namibian secondary schools need for increased work engagement, positive work outcomes and decreased intention to resign. A quantitative approach with a field survey design has been used with a non-random convenience sample of educators. Measurement instruments used were: Antecedents Scale, Work-role Fit Scale, Psychological Conditions Scale, Work Engagement Scale, Organizational Commitment Scale, Turnover Intention Scale, the Organizational Citizenship Behaviour Scale and a biographical questionnaire. Measurement models were tested using confirmatory and exploratory factor analyses. Descriptive statistics, internal consistencies of measures and correlations were analysed (using SPSS 19.0). Multivariate analyses of variance and hierarchical regression analyses were conducted to test direct and indirect effects of independent variables on mediators and dependent variables. The findings indicated that work-role fit and job enrichment, via psychological meaningfulness, had the strongest effects on the work engagement of educators. Work-role fit, job enrichment and resources affected emotional engagement. Commitment was affected by work-role fit, job enrichment, co-worker relations, supervisor support, sense of coherence, psychological meaningfulness and autonomy. Educator turnover increased with poor work-role fit, lack of personal resources, a weak sense of coherence and lack of psychological meaningfulness. Male (compared with female) educators experienced higher levels of depression. Female (compared with male) educators struggled with somatic complaints, social dysfunction and anxiety. Principals and Heads of Departments showed the highest organizational citizenship. Concerning age groups, educators older than 55 years showed highest work-role fit, where-as educators under the age of 35 indicated lowest work-role fit. Poor co-worker relations, low psychological safety, a weak sense of coherence and a lack of personal resources contributed to somatic symptoms. Poor co-worker relations, low job enrichment, lack of resources, weak sense of coherence, feeling unsafe and not feeling psychologically available impacted anxiety/insomnia. Poor work role fit, poor job enrichment, poor co-worker relations, low supervisor support, lack of resources, weak sense of coherence, low psychological availability and low autonomy increased social dysfunction. Low personal resources, a weak sense of coherence and a lack of psychological safety contributed significantly to depression. Indirect effects indicated that psychological safety (feeling rejected) transferred the effects of poor work-role fit, co-worker relations, cognitive resources and sense of coherence to somatic symptoms. Psychological safety (not feeling appreciated) transferred the effects of poor co-worker relations and a lack of physical/emotional resources to somatic symptoms. Psychological availability influenced the relationship between work-role fit, job enrichment and cognitive resources on the one hand and anxiety on the other hand. Psychological safety (feeling of rejection) influenced the relationship between work-role fit, co-worker relations, cognitive resources and sense of coherence on the one hand and anxiety on the other hand. Psychological availability influenced the relationship between work-role fit, job enrichment and cognitive resources on the one hand and social dysfunction on the other hand. Psychological availability also influenced the relationship between job enrichment and supervisor trust on the one hand and social dysfunction on the other hand. Psychological safety (feeling rejected) influenced the relationship between work-role fit, co-worker relations, cognitive resources and sense of coherence on the one hand and depression on the other hand.