SUBJECTIVE WELLBEING AND SELF EFFECTIVENESS IN SECONDARY SCHOOL THROUGH THREE STRESSORS DIMENSIONS

Wellbeing and self-effectiveness depend on various factors and some of those are represented by the stressors of the workplace. The research questions is that the way in which the evolution of the stressors is perceived in time is an important tracking size or Frequency and severity of stressors are suficient to describe them. If it is importance of pursuing all three dimensions of both occupational and out-of-work stressors in order to evaluate the correlations between Subjective wellbeing and perceived self-effectiveness represent the purpose of this study. For the assessment of occupational stress and stress outside the workplace, a 36-item 3-dimension questionnaire (referring to frequency, level and evolution in time) was structured and administered to employees in a secondary school. At the same time, the 57 employees were surveyed for self-effectiveness and subjective wellbeing (TSWQ). TSWQ correlates positively with Self-Effectiveness (p = 0.00), with evolution of the inexible work program (p = 0.011). TSWQ correlates negatively with all the dimensions of stress represented by the problems affecting family: frequency (p = 0.034), level (p = 0.042) evolution (p = 0.042). These results underline the importance of pursuing all three dimensions of both occupational and out-of-work stressors. Both Subjective wellbeing and perceived self-effectiveness are primarily correlated with stressors outside the workplace. In secondary school employees, family problems have a negative influence primarily on Subjective wellbeing, whereas connecting relationships at home and personal life problems have a negative influence on self-effectiveness. (C) 2019 Published by Future Academy www.FutureAcademy.org .UK