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[{"key": "dc.contributor.advisor", "value": "Kalaja, Teppo", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "M\u00e4kel\u00e4, Maiju", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2017-05-03T14:10:11Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2017-05-03T14:10:11Z", "language": null, "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:1700324", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/53776", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "M\u00e4kel\u00e4, M. 2017. Sosiaalinen ty\u00f6hyvinvointi liikunnanopettajan ammatissa. Liikuntatieteellinen tiedekunta, Jyv\u00e4skyl\u00e4n yliopisto, liikuntakasvatuksen pro gradu -tutkielma, 59 s., 1 liite. \nTutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 liikunnanopettajien sosiaalisen ty\u00f6hyvinvoinnin kokemusta ja tilaa. Tarkoituksena oli l\u00f6yt\u00e4\u00e4 tekij\u00f6it\u00e4, jotka vaikuttavat liikunnanopettajien sosiaaliseen ty\u00f6hyvinvointiin, joko edist\u00e4v\u00e4sti tai heikent\u00e4v\u00e4sti. N\u00e4it\u00e4 tekij\u00f6it\u00e4 etsittiin koko liikunnanopettajien kokemusmaailmasta, ty\u00f6st\u00e4 ja sen ulkopuolelta. \nTutkimuksessa oli mukana nelj\u00e4 ty\u00f6ss\u00e4 peruskoulussa ja/tai lukiossa olevaa liikunnanopettajaa. Kolme opettajista oli ty\u00f6skennellyt liikunnanopettajana alle seitsem\u00e4n vuotta, ja yksi yli kaksikymment\u00e4 vuotta. Aineisto ker\u00e4ttiin teemahaastatteluin, johon nostettiin kirjallisuuskatsauksen pohjalta viisi sosiaalisen ty\u00f6hyvinvoinnin teemaa: ty\u00f6yhteis\u00f6/yhteis\u00f6llisyys, arvostuksen tunne/arvostus, liikunnanopettajan ty\u00f6, vuorovaikutus/kohtaaminen ja opettajuuden nykyhaasteet. Aineisto k\u00e4siteltiin aineistol\u00e4ht\u00f6isell\u00e4 sis\u00e4ll\u00f6nanalyysill\u00e4, josta muodostui tutkimuksen tulokset.\nSis\u00e4ll\u00f6nanalyysi muodosti nelj\u00e4 p\u00e4\u00e4luokkaa, jotka olivat henkil\u00f6kohtaiset n\u00e4kemykset omasta opettajuudesta, liikunnanopettajuus koko kontekstissaan, koulun kulttuuri ja vuorovaikutusilmapiiri sek\u00e4 koulun ulkopuolelta tulevat odotukset ja ajatukset. N\u00e4m\u00e4 p\u00e4\u00e4luokat kuvastavat kokonaisuuksia, jotka liikunnanopettajan ty\u00f6ss\u00e4 vaikuttavat sosiaaliseen ty\u00f6hyvinvointiin, joko edist\u00e4v\u00e4sti tai heikent\u00e4v\u00e4sti. P\u00e4\u00e4luokkiin sis\u00e4ltyy joukko yl\u00e4luokkia, jotka tarkentavat kokonaisuutta. P\u00e4\u00e4luokat esitell\u00e4\u00e4n j\u00e4rjestyksess\u00e4, joka kuvastaa liikunnanopettajan sosiaalisen ty\u00f6hyvinvoinnin kokemusta keh\u00e4m\u00e4isen\u00e4, itsest\u00e4 oman ty\u00f6ymp\u00e4rist\u00f6n kautta aina koulun ulkopuolelle asti ulottuvana rakenteena. \nTulosten tulkinnan mukaan liikunnanopettajat voivat sosiaalisesti hyvin ty\u00f6ss\u00e4\u00e4n. T\u00e4m\u00e4 n\u00e4ytt\u00e4\u00e4 edellytt\u00e4v\u00e4n monen t\u00e4rke\u00e4n sosiaalisen hyvinvoinnin osa-alueen t\u00e4yttymist\u00e4 ty\u00f6ss\u00e4. T\u00e4ll\u00f6in ty\u00f6ss\u00e4 toisinaan n\u00e4ytt\u00e4ytyv\u00e4t, sosiaalista hyvinvointia heikent\u00e4v\u00e4t tekij\u00e4t tuntuvat yksitt\u00e4isilt\u00e4, eiv\u00e4tk\u00e4 ne vaikuta merkitt\u00e4v\u00e4sti vallitsevaan sosiaalisen ty\u00f6hyvinvoinnin kokemukseen. Tulokset osoittavat merkitt\u00e4v\u00e4\u00e4 tietoa siit\u00e4, millaisessa ty\u00f6yhteis\u00f6ss\u00e4, ja millaisten tekij\u00f6iden saattelemana liikunnanopettajat voivat sosiaalisesti hyvin ty\u00f6ss\u00e4\u00e4n. Kouluun kohdistuvat odotukset ja muutospaineet n\u00e4yttiv\u00e4t olevan t\u00e4ss\u00e4 tutkimuksessa tekij\u00f6it\u00e4, jotka saattavat uhata ty\u00f6hyvinvoinnin kokemusta yleens\u00e4. Jatkossa olisi t\u00e4rke\u00e4 selvitt\u00e4\u00e4, miten koulua ja opettajia tulee vied\u00e4 muutoksen l\u00e4pi ty\u00f6hyvinvoinnin n\u00e4k\u00f6kulmasta, ja mik\u00e4 on erityisen t\u00e4rke\u00e4\u00e4 opettajien ty\u00f6hyvinvoinnin yll\u00e4pidossa ja edist\u00e4misess\u00e4 muutosten keskell\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "M\u00e4kel\u00e4, M. 2017. The Social Well-Being of PE teacher at work. Faculty of Sport and Health Sciences, University of Jyv\u00e4skyl\u00e4, Master\u2019s thesis, 59 pp.. 1 appendix.\n\nThe aim of the study was to find out the experience and conditions of PE teachers\u2019 social well-being at work. The goal was to discover factors that promote or deteriorate the social well-being of PE teachers at work. These factors were searched in the everyday experiences of PE teachers. That is, the experiences at work and outside of it. \n\nFour PE teachers, working in a comprehensive school and/or upper secondary school, participated the study. Three of the teachers had worked less than seven years and one teacher more than twenty years as a PE teacher. The data was collected by theme interviews that included five themes, which were based on the literary review, concerning the social well-being at work. These themes were: work community/sense of community, the feeling of appreciation/appreciation, the work of a PE teacher, interaction/encounter and the current challenges of a teacher. The data was analyzed by using content analysis to form the results of the study. \n\nContent analysis formulated four main categories which were personal perceptions of being a teacher, being a PE teacher, the culture and interaction atmosphere at school, and the external expectation and thoughts of others, from outside of school. These main categories reflect the entities promoting or deteriorating the social well-being of PE teachers at work. The main categories include a cluster of higher categories that further define the entities. Main categories are introduced in order which reflects the social well-being of PE teachers at work as a circle-like experience; a structure that extends from one\u2019s working environment to the outside of school. \n\nBased on the analysis of the findings, PE teachers feel socially well in their work environment. This well-being at work seems to require the fulfillment of multiple, and socially important, categories, in which case, the occasional factors that deteriorate the social well-being seem sporadic. Moreover, these occasionally deteriorating factors do not influence the overall experience of the social well-being at work. The results of the study present notable information about the work environment and different factors that promote the social well-being of PE teachers at work. The external expectations about the education and pressure for change seem to menace the experience of well-being at work in general. Further research is required to find ways to support teachers and schools in transition in the perspective of social well-being at work, which is extremely important in maintaining and promoting the well-being of teachers in the constantly changing environment.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Maiju M\u00e4kel\u00e4 (maiannma) on 2017-05-03 14:10:11.294387. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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