The level of Harmonious and Compulsive Work Passion among Teachers with Autism Spectrum Disorder in Light of some Variables

Document Type : Original Article

Author

Department of Special Education, College of Education, Umm Al Qura University, KSA

Abstract

The study aimed to reveal the level of harmonious and compulsive work passion among teachers of children with autism spectrum disorder in light of some variables. The descriptive method was applied, and the harmonious and compulsive work passion scale was used on a sample of (300) teachers selected by simple random method, and the results indicated the following: That the level of harmonious work passion among teachers of children with autism spectrum disorder (high), where (harmonious work passion) Translated with DeepL.com (free version) (Compulsive Work Passion) ranked first with a mean of (4.05) and standard deviation (0.71), which represents a high level, while (Compulsive Work Passion) ranked second with a mean of (2.65) and standard deviation (0.81), which represents a medium level: There are statistically significant differences in the means of compulsive work passion according to gender; in favor of males; there are statistically significant differences in the means of harmonious work passion according to qualification or degree; in favor of postgraduate studies; there are no statistically significant differences in the means of either harmonious or compulsive work passion according to sector, or years of experience; there are no statistically significant differences in the means of either harmonious or compulsive work passion.

Keywords

Main Subjects

References

Al-Shammari, Z. (2006). Special Education Teachers' Attitudes Toward Autistic Students in the Autism School in the State of Kuwait: A case study. Journal of Instructional Psychology, 33(3).‏ Altun, M. (2017). The role of passion in effective teaching and learning. International Journal of Social Sciences & Educational Studies, 3(3), 155-158.‏ Amarnani, R., Lajom, J. , Restubog, S. , & Capezio, A. (2020). Consumed by obsession: Career adaptability resources and the performance consequences of obsessive passion and harmonious passion for work. human relations, 73(6), 811-836.‏ Astakhova, M., Cardon, M., Ho, V., & Kong, D. (2022). Passion for work passion research: Taming breadth and promoting depth. Journal of Organizational Behavior (John Wiley & Sons, Inc.), 43(9), 1463–1474. Birkeland, I., & Buch, R. (2015). The dualistic model of passion for work: Discriminate and predictive validity with work engagement and workaholism. Motivation and Emotion, 39(3), 392-408.‏ Burke, R., Astakhova, M., & Hang, H. (2015). Work passion through the lens of culture: Harmonious work passion, obsessive work passion, and work outcomes in Russia and China. Journal of Business and Psychology, 30(3), 457-471.‏ Carbonneau, N., Vallerand, R., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of educational psychology, 100(4), 977.‏ Cardon, M., Wincent, J., Singh, J., & Drnovsek, M. (2009). The nature and experience of entrepreneurial passion. Academy of management Review, 34(3), 511-532.‏ Castro, A.., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629. Chu, L. (2011). General passion scale (GEN-PS): Toward the validation of passion as a general trait-like personality construct. Texas Woman's University.‏ Curran, T., Hill, A., Appleton, P., Vallerand, R., & Standage, M. (2015). The psychology of passion: A meta-analytical review of a decade of research on intrapersonal outcomes. Motivation and Emotion, 39(5), 631-655.‏ Day, C. (2009). A passion for quality: Teachers who make a difference. Tijdschrift Voor Lerarenopleiders, 30(3), 4-13.‏ Diani, P., & Salendu, A. (2018). Peran Mediasi Psychological Capital dalam Hubungan antara Harmonious Passion dengan Subjective Well-Being. Intuits: Journal Psychology Ilima, 10(3), 219-230.‏ Elsabbagh, M., Divan, G., Koh, Y., Kim, Y., Kauchali, S., Marcín, C., ... & Fombonne, E. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism research, 5(3), 160-179.‏ Gehrke, R., & McCoy, K. (2007). Sustaining and retaining beginning special educators: It takes a village. Teaching and Teacher Education, 23(4), 490-500. Gilal, F., Channa, N., Gilal, N., Gilal, R., & Shah, S. (2019). Association between a teacher’s work passion and a student’s work passion: a moderated mediation model. Psychology Research and Behavior Management, 12, 889. Grobler, A., & Powell, K. (2018). Enhancing psychological capital: the impact of authentic leadership and passion for work in a South African context. Journal of Contemporary Management, 15(1), 655-676. Guo, Q., Wang, Y., Liu, Q., Wang, T., Zhang, L., Huang, Z., & Cao, S. (2022). Psychological Capital and Occupational Well-Being: Mediating Effects of Work Engagement Among Chinese Special Education Teachers. Frontiers in Psychology, 13.‏ Ho, V., T., & Astakhova, M., N. (2018). Disentangling passion and engagement: An examination of how and when passionate employees become engaged ones. Human Relations, 71(7), 973-1000.‏ Ho, V., Wong, S., & Lee, C. (2011). A tale of passion: Linking job passion and cognitive engagement to employee work performance. Journal of Management Studies, 48(1), 26-47.‏ Houlfort, N., Philippe, F., Bourdeau, S., & Leduc, C. (2018). A comprehensive understanding of the relationships between passion for work and work–family conflict and the consequences for psychological distress. International Journal of Stress Management, 25(4), 313. Huéscar Hernández, E., Moreno-Murcia, J., Cid, L., Monteiro, D., & Rodrigues, F. (2020). Passion or perseverance? The effect of perceived autonomy support and grit on academic performance in college students. International Journal of Environmental Research and Public Health, 17(6), 2143.‏ Jachimowicz, J., Wihler, A., Bailey, E., & Galinsky, A. (2018). Why grit requires perseverance and passion to positively predict performance. Proceedings of the National Academy of Sciences, 115(40), 9980-9985.‏ Kokkinos, C., M., & Davazoglou, A., M. (2009). Special education teachers under stress: Evidence from a Greek national study. Educational Psychology, 29(4), 407-424.‏ Lalande, D., Vallerand, R., Lafrenière, M., Verner‐Filion, J., Laurent, F., Forest, J., & Paquet, Y. (2017). Obsessive passion: A compensatory response to unsatisfied needs. Journal of personality, 85(2), 163-178.‏ Landay, K., DeSimone, J., & Harms, P. (2022). A psychometric investigation of harmonious and obsessive work passion. Journal of Organizational Behavior. Liang, X., & Bautista, O. (2021). Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory. Work, 69(2), 543-557. McLean, L., Taylor, M., & Jimenez, M. (2019). Career choice motivations in teacher training as predictors of burnout and career optimism in the first year of teaching. Teaching and Teacher Education, 85(1), 204-214. Moe, A. (2016). Harmonious passion and its relationship with teacher well-being. Teaching and Teacher Education, 59, 431-437.‏ Ogba, F., Onyishi, C., Victor-Aigbodion, V., Abada, I., Eze, U., Obiweluozo, P., & Onwu, A. (2020). Managing job stress in teachers of children with autism: A rational emotive occupational health coaching control trial. Medicine, 99(36).‏ Peltzer, K., Shisana, O., Zuma, K., Van Wyk, B., & Zungu‐Dirwayi, N. (2009). Job stress, job satisfaction and stress‐related illnesses among South African educators. Stress and Health: Journal of the International Society for the Investigation of Stress, 25(3), 247-257. Pollack, J., Ho, V., O'Boyle, E., & Kirkman, B. (2020). Passion at work: A meta‐analysis of individual work outcomes. Journal of Organizational Behavior, 41(4), 311-331.‏ Schellenberg, B., Verner-Filion, J., Gaudreau, P., Bailis, D., Lafrenière, M., & Vallerand, R. (2019). Testing the dualistic model of passion using a novel quadripartite approach: A look at physical and psychological well-being. Journal of Personality, 87(2), 163–180. Serin, H. (2017). The role of passion in learning and teaching. International Journal of Social Sciences & Educational Studies, 4(1), 60-64.‏ Shah, S., Sajid, B., & Siddiq, M. (2020). Passion and Burnout among Teachers of Special Education Institutes in Peshawar. Pakistan Journal of Social and Clinical Psychology, 18(1), 56-60.‏ Singer, N., & Mahmood, E. A. (2022). Talent Management According to the Psychological Capital and Positive Passion Recruitment Components Among Kindergarten and Primary Education Teachers in the Arab Republic of Egypt. International Journal of Special Education, 37(3). Thibault-Landry, A., Egan, R., Crevier-Braud, L., Manganelli, L., & Forest, J. (2018). An empirical investigation of the employee work passion appraisal model using self-determination theory. Advances in Developing Human Resources, 20(2), 148-168. Tolentino, L., Lajom, J., Sibunruang, H., & Garcia, P. (2022). The bright side of loving your work: Optimism as a mediating mechanism between work passion and employee outcomes. Personality and Individual Differences, 194, 111664. Vallerand, R., Blanchard, C., Mageau, G., Koestner, R., Ratelle, C., Léonard, M., & Marsolais, J. (2003). Les passions de l'ame: on obsessive and harmonious passion. Journal of personality and social psychology, 85(4), 756.‏ Vallerand, R., Houlfort, N., & Forest, J. (2014). Passion for work: Determinants and outcomes. The Oxford handbook of work engagement, motivation, and self-determination theory, 85-105.‏ Vallerand, R., J. (2016). The dualistic model of passion: Theory, research, and implications for the field of education. In Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 31-58). Singapore: Springer Singapore.‏ VandenBos, G., R. (2015). APA dictionary of psychology. American Psychological Association. Wang, Y., Chen, J., Liu, X., Lin, X., Sun, Y., Wang, N., & Luo, F. (2022). The more mindfulness practice, the more post-trauma stress symptoms. Trait mindfulness and PTSS during the COVID-19 pandemic. Current Psychology, 1-12. Wettstein, A., Schneider, S., grosse Holtforth, M., & La Marca, R. (2021, September). Teacher stress: A psychobiological approach to stressful interactions in the classroom. In Frontiers in Education (6, p.681258). Frontiers Media SA.‏ White M., Smith J., Smith T. , Stodden R. (2012). Autism spectrum disorders. In Zager D., Wehmeyer M. L., Simpson R. L. (Eds.), Educating students with autism spectrum disorders (pp. 3–12). Routledge. Yahui, S., & Jian, Z. (2015). Does work passion promote work performance? From the perspective of Dualistic Model of Passion. Advances in Management, 8(2), 9.‏ Yukhymenko-Lescroart, M., & Sharma, G. (2019). The relationship between faculty members’ passion for work and well-being. Journal of Happiness Studies, 20(3), 863-881. Zainal Badri, S., Mun, C., & Ramos, H. (2020). Work passion and psychological wellbeing among millennial employees in Malaysia: The moderating role of personality. International Journal of Employment Studies, 28(1), 28-47.‏ Zarafshan, H., Mohammadi, M., Ahmadi, F., & Arsalani, A. (2013). Job burnout among Iranian elementary school teachers of students with autism: A comparative study. Iranian journal of psychiatry, 8(1), 20.- 27. Zhou, Y., Chen, S., Deng, X., Wang, S., & Shi, L. (2023). Self-efficacy and career resilience: The mediating role of professional identity and work passion in kindergarten teachers. Journal of Psychology in Africa, 33(2), 165-170 Zito, M., & Colombo, L. (2017). The Italian version of the Passion for Work Scale: First psychometric evaluations. Journal of work and organizational psychology, 33(1), 47-53.‏ Translation of Arabic References: Abdulaziz, Abdulaziz Mahmoud. (2021). The effectiveness of an acceptance and commitment counseling program to develop the passion for harmonious work among a sample of teaching staff. Egyptian Journal of Psychological Studies, 31, 285-338. Al-Bassir, Nashwa Abdel Moneim. (2021). The relative contribution of psychological capital in predicting professional burnout and psychosomatic symptoms among special education teachers. Foundation for Special Education and Rehabilitation, 13(45), 1-64. Al-Dababi, Khaldoun., Al-Dababi, Rabia., and Abdulrahman, Abdulsalam. (2019). Causal modeling of the relationships among the Big Five personality factors, self-efficacy, and happiness among students of Jordan University of Science and Technology. Journal of Educational and Psychological Studies, 13(1), 46-64. Al-Dalbhi, Khalid bin Ghazi. (2021). Psychological pressures and their relationship with quality of life among teachers of children with autism spectrum disorder in Riyadh. Journal of Special Education, 36, 42-100. Al-Farra, Ruba; and Jarwan, Fathi. (2012). Building a computerized training program to improve visual attention in children with autism and measuring its effectiveness (Unpublished Master's thesis). Amman Arab University, Amman. Al-Harithi, Subhi bin Saeed. (2020). Psychological capital and its relationship with job satisfaction and mindfulness among teachers of people with disabilities. Journal of Educational and Psychological Sciences, 14(2), 1192-1222. Ali, Amani Adel Saad. (2021). Psychological capital as a mediating variable in the relationship between professional pressures and job integration among special education teachers. Journal of the College of Special Needs Sciences, 3(1), 1733-1794. Al-Jabali, Safaa Mohammed, Omar, Ahmed Ahmed, and Al-Bahas, Sayed Ahmed. (2016). Psychological burnout and its relationship with emotional intelligence among special education teachers and general education teachers. Journal of the Faculty of Education, Kafr El-Sheikh University, 16(3), 297-327. Al-Maaytah, Rola, and Al-Hamouri, Saleh. (2018). Organizational Happiness, Employee Happiness and Positive Energy in the Work Environment (i.3). Kandil for Printing, Publishing and Distribution. Al-Mawasi, Mohammed. (2016). 400 thousand autistic children in Saudi Arabia face a scarcity of specialists in their treatment. Sabq e-newspaper. Al-Sharif, Abrar Said. (2022). Psychological stress among teachers of autism spectrum disorder in Makkah schools and its relationship with some variables [Unpublished master's thesis, Taif University]. Dar Al-Manzah Information Base. Al-Zaidi, Fatin Abdulhadi. (2022). Determinants of job satisfaction and their relationship with stress coping styles among teachers of children with autism spectrum disorder. Journal of Education, 5(196), 74-118. Al-Zaree, Nayef Abed, and Al-Yafei, Manal Mohammed. (2020). The extent to which autism teachers apply evidence-based practices in autism programs in Jeddah Governorate. Educational Journal, 70, 877-930. Fares, Amjad Kazim. (2021). Academic passion and its relationship with cognitive integration among university students. Iraqi Society for Educational and Psychological Studies, (30), 428-452. Farhat, Ramadan Elsayed, and Zewail, Mohamed Gamaleldin. (2022). Modeling the relationships among wisdom, psychological capital, and passion for work among special needs teachers. Journal of the Faculty of Education, 46(3), 235-385. Hassan, Osama Abdel Moneim. (2020). Job satisfaction among special education teachers and its relationship with some variables. College of Special Needs Sciences, 3(4), 816-851. Refesh, Shihabuddin Hamad, and Al-Rubaie, Mohammed Abbas Khalil. (2015). The impact of job satisfaction on the success of organizations - an applied research in the Commission of Integrity, Middle Euphrates Investigation Offices.

Files

Share

How to cite

Statistics