Work values and job satisfaction of practitioners working with persons with disabilities: the role of psychological flexibility

Authors

  • Carmen Costea-Bărluțiu Babeș-Bolyai University, Department of Special Education
  • Mădălina Ivan Special Education Teacher, private practice
  • Adrian Roșan Babeș-Bolyai University, Department of Special Education

DOI:

https://doi.org/10.56663/rop.v12i1.59

Keywords:

work values, job satisfaction, psychological flexibility, disability services

Abstract

Various research found that values related to work are associated with job satisfaction, while psychological flexibility was found to be significantly related to well-being and satisfaction in various aspects of life and activity. The current article summarizes the results of a research study that had as its main objective to investigate the association between psychological flexibility with work values and job satisfaction, in Romanian professionals working with persons with disabilities, a challenging activity, marked by chronic stress at work, and thus exposed to the risk of burnout. A number of 42 professionals completed measures of psychological flexibility, work values, and job satisfaction that were adapted to the Romanian language. Our results showed that those professionals who tended to value external rewards in their work with persons with disabilities, such as salary and other material benefits, status, prestige, and flexible hours tended to have lower satisfaction in their work. Psychological flexibility, especially the ability to live in the present moment, cognitive defusion, and contact with own values, was associated with higher job satisfaction, while psychological inflexibility tended to be associated with lower satisfaction in working with persons with disabilities.

References

Abendroth, A. K., & Den Dulk, L. (2011). Support for the work-life balance in Europe: The impact of state, workplace and family support on work-life balance satisfaction. Work, employment and society, 25(2), 234-256.

Aktan, O., Toraman, C., & Orakci, S. (2020). Relationship between teachers’ professional values, atttitudes, and concerns about the profession in Turkey. Issues in Educational Research, 30(2), 397-419.

Aydin, F. & Odaci, H. (2020). School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility? Journal of Psychologists and Counsellors in Schools, 30(2), 202-215.

Brunsting, N.C., Sreckovic, M.A., & Lane, K.L. (2014). Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013. Education and Treatment of Children, 37(4), 681-712.

Carr, D. (2010). Values, Virtues, and Professional Development in Education and Teaching. International Journal of Educational Research, 50(3), 171-176.

Darcy, P., Kusznikow, T., & Lester, D. (1995). Job satisfaction of special education teachers. Psychological Reports, 77, 186.

Davidescu, A.M., Apostu, S.A., Paul, A., & Casuneanu, I. (2020). Work Flexibility, Job Satisfaction, and Job Performance among Romanian Employees— Implications for Sustainable Human Resource Management. Sustainability, 12, p. 6086-6139.

Hayes, S. C. (2005). Stability and change in cognitive behavior therapy: Considering the implications of ACT and RFT. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 23(2), 131-151.

Hayes, S. C. & Lillis, J. (2012). Acceptance and commitment therapy. American Psychological Association.

Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy, 44(1), 1-25.

Hayes, S. C., Strosahl, K. D., & Wilson, K.G. (1999). Acceptance and Commitment Therapy. An experiential approach to behavior change. New York: Guilford Press.

Hayes, S.C., Barnes-Holmes, D., & Roche, B. (Eds.) (2001). Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition. Plenum Press, New York.

Kabat-Zinn, J. & Salzberg, S. (2004). Loving kindness: The revolutionary art of happiness. Shambhala Publications.

Ketheeswaran, K. (2018). Job satisfaction of teachers attached to the special education units in regular school in Sri Lanka. European Journal of Special Education Research, 3(1), 94-110.

Knoop, R. (1994). Work Values and Job Satisfaction. The Journal of Psychology: Interdisciplinary and Applied, 128:6, 683-690.

Kuo, C.C., Ye, Y.C., Chen, M.Y, & Chen, L.H. (2017). Psychological Flexibility at Work and Employees' Proactive Work Behaviour: Cross-Level Moderating Role of Leader Need for Structure. Applied Psychology, 67(3), 454-472.

Locke, E.A. (1976) The Nature and Causes of Job Satisfaction. In Dunnette, M.D. (Ed.), Handbook of Industrial and Organizational Psychology, Vol. 1, 1297-1343.

Maeran, R., Pitarelli, F., & Cangiano, F. (2013). Work-life balance and job satisfaction among teachers. Interdisciplinary Journal of Family Studies, XVIII, 1, 51-72.

Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12(5), 189-192.

Maslach, C. & Leiter, M.P. (2016). Understanding the burnout experience: recent research and its implications for psychiatry, World Psychiatry, 15(2), 103-111.

Matsuki, T. & Nakamura, J. (2019). Effect of Employees’ Values on Employee Satisfaction in Japanese Retail and Service Industries. Hindawi Advances in Human-Computer Interaction, 1-11.

McHugh, L. & Stapleton, A. (2021). Self-as-Context. In Twohig, M.P., Levin, M.E., & Petersen, J.M. (eds). The Oxford Handbook of Acceptance and Commitment Therapy, online edn, Oxford Academic, 10 Nov. 2021, accessed 9 Nov. 2022.

McNall, L.A., Masuda, A.D., & Nicklin, J.M. (2010). Flexible Work Arrangements, Job Satisfaction, and Turnover Intentions: The Mediating Role of Work-to-Family Enrichment. The Journal of Psychology, 144(1), 61-81.

Novaes, V., Ferreira, M., & Valentini, F. (2018). Psychological Flexibility as a Moderator of the Relationships between Job Demands and Resources and Occupational Well-being. The Spanish Journal of Psychology, 21, E11.

Olszewski, J. (2021). Values and Ethics in the Teaching Profession. In: Fayed, I., Cummings, J. (eds). Teaching in the Post COVID-19 Era. Springer, Cham.

Park, E.Y. & Shin, M. (2020). A Meta-Analysis of Special Education Teachers’ Burnout, SAGE Open, 1-18.

Peterson, C. & Seligman M. (2002). The VIA Taxonomy of Human Strengths and Virtues. Washington, DC: American Psychological Association.

Peterson, C. & Seligman, M. (2004). Character Strengths and Virtues. A Handbook and Classification, American Psychological Association, Oxford University Press.

Purdon, C. (1999). Thought suppression and psychopathology. Behaviour Research and Therapy, 37(11), 1029–1054.

Ray, T.K. & Pana-Cryan, R. (2021). Work flexibility and Work-Related Well-Being. International Journal of Environmental Research and Public Health, 18(6), 3254.

Roach, A. (2009). Teacher Burnout: Special Education versus Regular Education. Theses, Dissertations and Capstones, Marshall University, Paper 810.

Rolffs, J. L., Rogge, R. D., & Wilson, K. G. (2016). Disentangling Components of Flexibility via the Hexaflex Model Development and Validation of the Multidimensional Psychological Flexibility Inventory (MPFI). Assessment, 25(4), 458–482.

Ros, M., Schwartz, S.H., & Surkiss, S. (1999). Basic individual values, work values, and the meaning of work, Applied Psychology, 48(1), 49–71.

Roșan, A. (2016). Religiozitate, emoție, virtute și satisfacție față de viață – o abordare din perspectiva psihologiei positive. Young People in Church and Society, 15th International Symposium on Science, Theology, and Arts.

Ruiz, F. J., & Odriozola-González, P. (2017). The predictive and moderating role of psychological flexibility in the development of job burnout. Universitas Psychologica, 16(4), 1-8.

Sakalli Demirok, M. (2018). Career satisfaction and professional commitment of special education teachers. Quality & Quantity, 52, p. S1187-S1199.

Schwartz, S.H. (1994). Are there universal aspects in the structure and contents of human values?, Journal of Social Issues, 50(4), 19–45.

Spector, P. E. (1994). Job Satisfaction Survey. Tampa, FL: Department of Psychology, University of South Florida.

Strydom, L., Nortje, N., Beukes, R., Esterhuyse, K., & van der Westhuizen, J. (2012). Job satisfaction amongst teachers at special needs schools. South African Journal of Education, 32, 255-266.

Super, D. E. (1970). Manual Work Values Inventory. Boston, MA: Houghton-Mifflin.

Thomas Jefferson University (2019). Work Values Inventory. Major & Career Exploration, Self Assessment (jefferson.edu).

Tsakiridou, H. & Kolovou, S. (2018). Job Satisfaction among Special Education Professionals. American Journal of Educational Research, 6(11), 1565-1572.

Wigert, B. & Agrawal, S. (2018). Employee Burnout, Part 1: The 5 Main Causes. Gallup, https://www.gallup.com/workplace/237059/employee-burnout-part-main-causes.aspx.

World Health Organization (2016). ICD-10 International Statistical Classification of Diseases and Related Health Problems 10th Revision, who.int.

World Health Organization (2020). Occupational Health: Stress at the Workplace, Occupational health: Stress at the workplace (who.int), retrieved on the 9th November 2022.

World Health Organization (2022). International Classification of Disorders (ICD-11) (who.int).

Downloads

Published

2023-12-22

How to Cite

Costea-Bărluțiu, C., Ivan , M., & Roșan, A. (2023). Work values and job satisfaction of practitioners working with persons with disabilities: the role of psychological flexibility. Review of Psychopedagogy, 12(1), 69–80. https://doi.org/10.56663/rop.v12i1.59