title: Emotional labour and well-being for early childhood teachers: The role of psychological capital and perceived organisational support

authors: Carey, Samantha

subjects: early childhood

abstract: Early childhood teachers play an integral role in the development of children enrolled in early childhood services, yet teachers often face stressful and challenging conditions that impact their well-being and consequently the quality of care and education they provide. Emotional labour, the requirement to suppress and express emotions as determined by the organisation, is considered a prominent component of early childhood teachers’ roles. Emotional labour is comprised of two display-rule strategies: Surface Acting where employees suppress their feelings and feign their emotions, and Deep Acting where feelings are modified to create a genuine performance of emotion. Both negatively relate to employee well-being, but we don’t know what personal or organisational resources might help protect early childhood teachers’ well-being. The present study sought to explore this, examining if Psychological Capital (PsyCap: hope, optimism, efficacy, resilience) and perceived organisational support could mitigate any negative consequences of emotional labour. The cross-sectional, non-experimental design surveyed 320 early childhood teachers currently working in New Zealand who completed measures assessing emotional labour, well-being, PsyCap, and perceived organisational support. Structural Equation Modeling examined the relationships between the constructs under investigation. The findings indicated that early childhood teachers who engaged in surface acting, but not deep acting, were likely to experience a decrease in well-being. The PsyCap resources of hope and optimism, but not efficacy and resilience, were found to be viable avenues to increase or protect early childhood teachers’ well-being, as was perceived organisational support. These results present a valuable contribution to our understanding of early childhood teachers’ well-being and highlight the importance of personal and organisational resources in supporting teachers.

text: Emotional labour and well-being for early childhood teachers: The role of psychological capital and perceived organisational support Early childhood teachers play an integral role in the development of children enrolled in early childhood services, yet teachers often face stressful and challenging conditions that impact their well-being and consequently the quality of care and education they provide. Emotional labour, the requirement to suppress and express emotions as determined by the organisation, is considered a prominent component of early childhood teachers’ roles. Emotional labour is comprised of two display-rule strategies: Surface Acting where employees suppress their feelings and feign their emotions, and Deep Acting where feelings are modified to create a genuine performance of emotion. Both negatively relate to employee well-being, but we don’t know what personal or organisational resources might help protect early childhood teachers’ well-being. The present study sought to explore this, examining if Psychological Capital (PsyCap: hope, optimism, efficacy, resilience) and perceived organisational support could mitigate any negative consequences of emotional labour. The cross-sectional, non-experimental design surveyed 320 early childhood teachers currently working in New Zealand who completed measures assessing emotional labour, well-being, PsyCap, and perceived organisational support. Structural Equation Modeling examined the relationships between the constructs under investigation. The findings indicated that early childhood teachers who engaged in surface acting, but not deep acting, were likely to experience a decrease in well-being. The PsyCap resources of hope and optimism, but not efficacy and resilience, were found to be viable avenues to increase or protect early childhood teachers’ well-being, as was perceived organisational support. These results present a valuable contribution to our understanding of early childhood teachers’ well-being and highlight the importance of personal and organisational resources in supporting teachers.

year: 2023

title: Review: Tempo Festival Dane

authors: Cheesman, Sue

subjects: Tempo Festival of Dance

abstract: Tempo Festival of Dance this year featured many shorter works in shared programme formats. The venue, TAPAC, acted as an ambient hub for this festival.

text: Review: Tempo Festival Dane Tempo Festival of Dance this year featured many shorter works in shared programme formats. The venue, TAPAC, acted as an ambient hub for this festival.

year: 2009

title: Exploring Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā: A mixed methods study looking at Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā within the Waikato region

authors: Teinakore, Samantha

subjects: Te Whare Tapa Whā

abstract: Background: Te Whare Tapa Whā is a well-recognised Māori model of health and wellbeing which is embraced within the health system in Aotearoa/ New Zealand. Although it can be applied in different specialties, the impacts generated from this model were first noticed in mental health, as this model was created by Mason Durie who is a psychiatrist. Research has shown this model provided an opportunity for Māori to have a voice in their health.
Objective: This study aims were to explore mental health nurses’ perceptions of the Māori Health model, Te Whare Tapa Whā, and how their beliefs and values may impact them implementing this model into their care.
Methods: A mixed methods approach was utilised for this study. Phase one was about gathering quantitative data, collecting statistical data through surveys. The first phase helped with the formulate interview schedule, which was the beginning of the next phase. Phase two was semi structured interviews which helped with the gathering of qualitative data. Data were analysed using descriptive statistics and thematic analysis.
Participants: Mental health nurses within the Waikato region were the participants for this research study. A survey was distributed to mental health nurses in the Waikato area and 53 responded. After the survey, semi structured one on one interviews were conducted with the researcher. Total of 8 interviews; (n = 6) Māori mental health nurses and (n = 2) Non-Māori mental health nurses.
Results: The survey showed that more than half the nurses had a positive perspective on Te Whare Tapa Whā and felt it was good for nursing care. They were able to identify barriers to implementation. There were mixed responses on feeling supported to use Te Whare Tapa Whā in the workplace. Four over-arching themes were identified from the interviews . These were; Māori, clinical practice, organisation level and individual factors.
Conclusion: Overall, all mental health nurses had a positive perception of Te Whare Tapa Whā and the impacts it can have on nursing care. Most identified barriers which can impact whether they can actually use it in practice. Māori and non-Māori nurses had different depths of knowledge, cultural worldviews and clinical practice experiences, creating complexities with implementation. These beliefs, perceptions and experiences were highlighted in this study.

text: Exploring Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā: A mixed methods study looking at Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā within the Waikato region Background: Te Whare Tapa Whā is a well-recognised Māori model of health and wellbeing which is embraced within the health system in Aotearoa/ New Zealand. Although it can be applied in different specialties, the impacts generated from this model were first noticed in mental health, as this model was created by Mason Durie who is a psychiatrist. Research has shown this model provided an opportunity for Māori to have a voice in their health.
Objective: This study aims were to explore mental health nurses’ perceptions of the Māori Health model, Te Whare Tapa Whā, and how their beliefs and values may impact them implementing this model into their care.
Methods: A mixed methods approach was utilised for this study. Phase one was about gathering quantitative data, collecting statistical data through surveys. The first phase helped with the formulate interview schedule, which was the beginning of the next phase. Phase two was semi structured interviews which helped with the gathering of qualitative data. Data were analysed using descriptive statistics and thematic analysis.
Participants: Mental health nurses within the Waikato region were the participants for this research study. A survey was distributed to mental health nurses in the Waikato area and 53 responded. After the survey, semi structured one on one interviews were conducted with the researcher. Total of 8 interviews; (n = 6) Māori mental health nurses and (n = 2) Non-Māori mental health nurses.
Results: The survey showed that more than half the nurses had a positive perspective on Te Whare Tapa Whā and felt it was good for nursing care. They were able to identify barriers to implementation. There were mixed responses on feeling supported to use Te Whare Tapa Whā in the workplace. Four over-arching themes were identified from the interviews . These were; Māori, clinical practice, organisation level and individual factors.
Conclusion: Overall, all mental health nurses had a positive perception of Te Whare Tapa Whā and the impacts it can have on nursing care. Most identified barriers which can impact whether they can actually use it in practice. Māori and non-Māori nurses had different depths of knowledge, cultural worldviews and clinical practice experiences, creating complexities with implementation. These beliefs, perceptions and experiences were highlighted in this study.

year: 2023