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[{"key": "dc.contributor.advisor", "value": "Rintala, Harri", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Nupponen, Kirsi", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2017-03-16T12:26:49Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2017-03-16T12:26:49Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2017", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1685471", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/53286", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "TIIVISTELM\u00c4\r\nNupponen, K 2017. Noviisiopettajasta ammattilaiseksi \u2013 Liikunnanopettajan urapolku ja ty\u00f6tyytyv\u00e4isyys.\r\nJyv\u00e4skyl\u00e4n yliopisto, liikuntapedagogiikan pro gradu -tutkielma 62 s., 2 liitett\u00e4.\r\nHyvinvoivan ja ty\u00f6h\u00f6ns\u00e4 tyytyv\u00e4isen opettajan esimerkki ja l\u00e4sn\u00e4olo heijastuu positiivisesti my\u00f6s lapsiin,\r\njoita h\u00e4n opettaa. Oppilaiden lis\u00e4ksi ty\u00f6ss\u00e4\u00e4n viihtyv\u00e4 opettaja on kouluyhteis\u00f6lle sek\u00e4 yhteiskunnalle\r\nt\u00e4rke\u00e4 toimija, sill\u00e4 muut v\u00e4litt\u00f6m\u00e4sti tai v\u00e4lillisesti ty\u00f6tyytyv\u00e4isyydest\u00e4 aiheutuvat kustannukset\r\novat merkitt\u00e4v\u00e4 menoer\u00e4. T\u00e4rkeint\u00e4 opettajan ty\u00f6tyytyv\u00e4isyys ja hyvinvointi on kuitenkin h\u00e4nelle itselleen.\r\nTyytyv\u00e4isyys ty\u00f6h\u00f6n on monen tekij\u00e4n summa ja sen vaikutukset eiv\u00e4t rajoitu ainoastaan kouluun.\r\nOpettajan ty\u00f6uralla tulee vastaan monenlaisia vaiheita, joita s\u00e4vytt\u00e4v\u00e4t vaihtelevat tunteet ja asenteet\r\nty\u00f6t\u00e4 kohtaan. Ty\u00f6uran alkuvaiheessa opettaja on haasteiden edess\u00e4 pyrkiess\u00e4\u00e4n ottamaan haltuun uuden\r\nty\u00f6n ja kaikki siihen kuuluvat vastuut. Selviytymisen ja l\u00f6yt\u00e4misen kausi on merkitt\u00e4v\u00e4 vaihe opettajan\r\nuralla. Mik\u00e4li vaihe on positiivisesti s\u00e4vyttynyt ja opettaja l\u00f6yt\u00e4\u00e4 oman tyylins\u00e4 opettaa, h\u00e4n voi\r\nsiirty\u00e4 uran seuraaviin vaiheisiin. Vaarana kuitenkin on tyytym\u00e4tt\u00f6myys ty\u00f6h\u00f6n ja siirtyminen muuhun\r\nammattiin.\r\nT\u00e4m\u00e4n tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 hiljattain valmistuneiden ja ty\u00f6el\u00e4m\u00e4\u00e4n siirtyneiden liikunnanopettajien\r\nty\u00f6tyytyv\u00e4isyytt\u00e4 ja sen ulottuvuuksia. Tutkimus on kvantitatiivinen ja aineiston keruu\r\non toteutettu kyselylomakkeella. Aineiston on ker\u00e4nnyt tohtori Kasper M\u00e4kel\u00e4 omaa v\u00e4it\u00f6skirjaansa\r\nvarten. Tutkimuksen kohdejoukko oli vuosina 1980\u20132008 valmistuneet liikunnanopettajat, joita oli\r\n1480. Vastauksia saatiin 1084, joista 808 vastaajaa toimi viel\u00e4 liikunnanopettajana. Lopullinen tutkimusaineisto\r\nmuodostui tutkimushetkell\u00e4 ty\u00f6ss\u00e4 olleista opettajista, joita oli 752. N\u00e4ist\u00e4 alle 5,2 vuotta\r\nty\u00f6ss\u00e4 olleita oli 102, joista k\u00e4ytet\u00e4\u00e4n t\u00e4ss\u00e4 tutkielmassa nimityst\u00e4 noviisiopettajat. Noviisiopettajien\r\nty\u00f6tyytyv\u00e4isyytt\u00e4 selvitettiin ja sen astetta verrattiin pitemp\u00e4\u00e4n ty\u00f6ss\u00e4 olleisiin kokeneempiin opettajiin.\r\nTy\u00f6tyytyv\u00e4isyytt\u00e4 tutkittiin sek\u00e4 yleisen tyytyv\u00e4isyyden tasolla ett\u00e4 yksitt\u00e4isten ty\u00f6tyytyv\u00e4isyytt\u00e4 kuvaavien\r\nty\u00f6n osa-alueiden tasolla. Yksitt\u00e4isist\u00e4 ty\u00f6tyytyv\u00e4isyyden ulottuvuuksia selvitt\u00e4neist\u00e4 v\u00e4itteist\u00e4\r\nmuodostui p\u00e4\u00e4komponenttianalyysin ja varimax-rotaation avulla kuusi p\u00e4\u00e4komponenttia. P\u00e4\u00e4komponenttien\r\nja opettajan taustaa kuvaavien muuttujien yhteytt\u00e4 opettajan ty\u00f6tyytyv\u00e4isyyteen selvitettiin varianssianalyysien\r\navulla. N\u00e4it\u00e4 muuttujia olivat sukupuoli, opettajan ik\u00e4, kouluaste jolla opettaja ty\u00f6skentelee,\r\nopetuspaikkakunnan koko, opetustuntien m\u00e4\u00e4r\u00e4 ja opetusvuodet.\r\nTutkimuksen mukaan 76,5 % noviisiopettajista oli tyytyv\u00e4isi\u00e4 tai eritt\u00e4in tyytyv\u00e4isi\u00e4 ty\u00f6h\u00f6ns\u00e4. Naisten\r\nty\u00f6tyytyv\u00e4isyyden keskiarvo oli hieman miehi\u00e4 korkeampi, mutta ero ei ollut tilastollisesti merkitsev\u00e4.\r\nKaikista vastaajista ty\u00f6h\u00f6ns\u00e4 oli tyytyv\u00e4isi\u00e4 tai eritt\u00e4in tyytyv\u00e4isi\u00e4 79,6 %. Kokeneita ja kokemattomia\r\nliikunnanopettajia verratessa huomattiin kokemattomien naisten olevan tyytyv\u00e4isimpi\u00e4 ty\u00f6h\u00f6ns\u00e4. Naisten\r\ntyytyv\u00e4isyys laski opetusvuosien karttuessa, kun miesten tyytyv\u00e4isyys hieman nousi. Opetuskokemuksen\r\nm\u00e4\u00e4r\u00e4 ei ollut tilastollisesti merkitsev\u00e4sti yhteydess\u00e4 ty\u00f6tyytyv\u00e4isyyteen. Ty\u00f6tyytyv\u00e4isyysv\u00e4itt\u00e4mist\u00e4\r\nmuodostetut kuusi p\u00e4\u00e4komponenttia selittiv\u00e4t 60 % ty\u00f6tyytyv\u00e4isyyden kokonaisvaihtelusta.\r\nOma ammattitaito, ty\u00f6ilmapiiri, opetustilat, opetusv\u00e4lineet, ulkoinen yhteisty\u00f6 sek\u00e4 ryhm\u00e4koko ja tuntim\u00e4\u00e4r\u00e4\r\novat kuusi muodostunutta p\u00e4\u00e4komponenttia. Liikunnanopettajat olivat tyytyv\u00e4isimpi\u00e4 omaan\r\nammattitaitoonsa ja tyytym\u00e4tt\u00f6mimpi\u00e4 opetustiloihin. Opettajan taustaa kartoittavista tekij\u00f6ist\u00e4 ty\u00f6tyytyv\u00e4isyyteen\r\nselvimmin olivat yhteydess\u00e4 opettajan kouluaste ja opetuspaikkakunnan koko. Ammattikoulussa\r\nja pieniss\u00e4 kunnissa opettavat olivat tyytyv\u00e4isimpi\u00e4 ty\u00f6h\u00f6ns\u00e4.\r\nTutkimuksen perusteella voidaan todeta, ett\u00e4 liikunnanopettajat ovat tyytyv\u00e4isi\u00e4 ty\u00f6h\u00f6ns\u00e4. Liikuntatilojen\r\nk\u00e4ytt\u00f6\u00f6n pit\u00e4isi kiinnitt\u00e4\u00e4 huomiota, ett\u00e4 ty\u00f6tyytyv\u00e4isyys saataisiin nousuun my\u00f6s sen osalta. Liikunnanopettajien\r\nty\u00f6n ensimm\u00e4isi\u00e4 vuosia tulisi tukea mentorointia kehitt\u00e4m\u00e4ll\u00e4 ja huomioimalla ty\u00f6-\r\nuran alun haasteet jo koulutusvaiheessa. Induktiovaihetta ja noviisiopettajien ty\u00f6tyytyv\u00e4isyytt\u00e4 tulisi\r\ntutkia my\u00f6s lis\u00e4\u00e4, jotta asiasta saadaan tarkempaa tietoa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "ABSTRACT\r\nNupponen, K 2017. From a novice teacher to a professional \u2013 Physical education teacher\u2019s career path\r\nand job satisfaction. University of Jyv\u00e4skyl\u00e4, Master`s thesis in sport pedagogy, 61 pp., 2 appendices.\r\nA teacher, who is satisfied with one\u2019s job can be an example to pupils, and the teacher\u2019s presence can\r\nreflect positively on pupils. In addition, a teacher who is satisfied with one\u2019s job is also important to the\r\nschool organization and to the society, for dissatisfaction often leads to direct or indirect additional costs.\r\nBut job satisfaction and well-being are most important to the teachers themselves. Job satisfaction is a\r\nsum of many factors and its impact is not limited to the school only. Teachers face many phases in their\r\ncareers, which are characterized by variable feelings and attitudes towards the job. In the early stages of\r\na teacher\u2019s career, one faces challenges when trying to take control of all the aspects of a new job and\r\nall its responsibilities. This phase of survival and finding is a significant phase in a teacher\u2019s career. If\r\nthe phase is positively loaded and the teacher finds their own way to teach, it is possible to move on to\r\nthe next phases. However, the danger is that low job satisfaction may lead to changing one\u2019s job completely.\r\nThe purpose of this study is to look into the job satisfaction and its aspects of newly graduated PE\r\nteachers, who have just started their career. The method of this study is quantitative and the data has\r\nbeen collected using a questionnaire. The data has been collected by Kasper M\u00e4kel\u00e4 for his own doctoral\r\nthesis. The target group for this study is PE teachers who have graduated during 1980-2008. During\r\nthose years, 1480 teachers graduated. 1084 replies were received and 808 of those who replied were still\r\nworking as PE teachers. The final data included 752 who were still working as a teacher. 102 of those\r\nhad been working for less than 5,2 years by that time. In this study, they are called novice teachers. The\r\njob satisfaction of novice teachers was studied and the degree of job satisfaction was compared to that\r\nof more experienced teachers. Job satisfaction was studied in two levels: general and through individual\r\nsectors of work that illustrate job satisfaction. Statements that explained individual dimensions of job\r\nsatisfaction formed, with the help of principal component analysis and varimax rotation, 6 principal\r\ncomponents. The link between principal components and variables that explained the teacher\u2019s background\r\nwas studied with the help of variance analysis. These variables were gender, age, school level,\r\nnumber of pupils, number of teaching hours and years taught.\r\nAccording to the study, 76,5 percent of novice teachers are satisfied or very satisfied with their jobs.\r\nWomen are slightly more satisfied than men, but the difference is not statistically significant. Of all the\r\nrespondents, 79,6 percent stated to be satisfied or very satisfied with their jobs. When comparing novice\r\nand experienced teachers it was found that female novice teachers were most satisfied with their jobs.\r\nThe job satisfaction of women decreases as they teach more, whereas men\u2019s job satisfaction goes slightly\r\nup when they gain more experience. The number of years of teaching experience was not a statistically\r\nsignificant factor of job satisfaction. 6 principal components of job satisfaction explain 60 percent of\r\njob satisfaction variance. These 6 principal components are teacher\u2019s own expertise, working atmosphere,\r\nworkspace, working equipment, co-operation with outsiders and class size and number of teaching\r\nhours. PE teachers were most satisfied with their own expertise and least satisfied with workspace.\r\nOf teacher\u2019s background variables, the school level and the size of the town where they teach were most\r\nsignificantly connected to job satisfaction. Teachers who worked in vocational schools and small towns\r\nwere most satisfied with their jobs.\r\nPE teachers are satisfied with their jobs. In order to improve job satisfaction, attention should be paid\r\non the organization of the use of workspace. The induction phase of PE teachers should be supported by\r\ndeveloping a mentor program. The induction phase and job satisfaction of novice PE teachers should be\r\nfurther studied, to get a more precise picture of those subjects.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Kirsi Nupponen (kimalatv) on 2017-03-16 12:26:49.074671. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). JyX data: [jyx_publishing-allowed (fi) =True]", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija.group@korppi.jyu.fi) on 2017-03-16T12:26:49Z\r\nNo. of bitstreams: 2\r\nURN:NBN:fi:jyu-201703161672.pdf: 1334427 bytes, checksum: fdcefdd4e488deb6d30cc09cc522f477 (MD5)\r\nlicense.html: 4842 bytes, checksum: d9aab843f0875a9faf7ddec600da6a21 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2017-03-16T12:26:49Z (GMT). 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