Research plays an important role in revealing the everyday understanding of the

Research plays an important role in revealing the

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that is implemented in order to gain new experience as well as improve wellbeing. Research plays an important role in revealing the everyday understanding of the teachersí psychosocial, intellectual as well as material needs; the outcome of which will conflate into improvement of the teachersí wellbeing. That is why Tillmanns, Holland, Brought to you by | EP Ipswich Authenticated Download Date | 6/20/17 11:56 AM
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Chinedu I. Okeke and Pamela N. Mtyuda 56 Lorenzi and McDonagh (2014: 5) suggest that ìempowering teachers to reframe mind- sets, particularly those that result in unsustainable behaviours and/or actionsî, may be central to achieving teacher sustainability necessary for social transformation. However, it should be noted as earlier argued by Lukk, Veisson and Ots (2008: 36) that the success of sustainable transformation through any form of education ìwill ultimately depend on the decisions individuals and groups make regarding their own behaviour and the bottom-line of these decisions is their value systems. As functional education is a key to teacher sustainability and social transformation, continuing professional teacher development that impacts their wellbeing should not only target the academic dimension; such a programme should also be geared towards empowering teachers to engage in the self-study. Such self-intuition is necessary since it enables the teacher to actively engage in those activities that will enable the improvement of behaviour necessary for sustainability (Wensing & Torre, 2009). Therefore, Jonane (2015: 53) notes that ìeducation for sustainable development requires new ways of conceiving goals, tasks, organisation of learning, and the teacher trainingî. Job Dissatisfaction Job dissatisfaction is by definition unpleasant, and most individuals are conditioned, probably even biologically-driven, to respond to unpleasant conditions by searching for mechanisms to reduce dissatisfaction (Okeke & Dlamini, 2013; Afshar & Doosti, 2016). This drive towards adaptation is as natural and inevitable in the workplace as it is in any other environment (Chan, 2002). Prior theory and research (Farrell, 2000) suggest that employees respond to job dissatisfaction in one of the four ways: exit, voice, loyalty and neglect. Firstly, and consistent with the turnover literature (Farrell, 2000), dissatisfied employees may quit an organisation altogether in response to their job dissatisfaction ( exit ). Secondly, dissatisfied employees may choose to remain in their organisation and actively try to improve conditions, actively searching for and coming up with new ways of doing things also advocating changes to make things better ( voice ). Thirdly, employees may remain in the organisation but respond passively to their job dissatisfaction by accepting the status quo without raising any objections or making any suggestions for improvement ( loyalty ). Lastly, employees may remain in the organisation and exhibit passive withdrawal behaviours such as putting forth less effort ( neglect ) (Farrell, 2000; Muguongo et al . 2015; Wambugu & Busienei, 2015).
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