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Teacher Work Environment Correlates ...

Arriaran-Buono, Kathya.

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Teacher Work Environment Correlates of Burnout, Satisfaction, and Organizational Commitment: A Study of Two Middle Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Work Environment Correlates of Burnout, Satisfaction, and Organizational Commitment: A Study of Two Middle Schools./
Author:	Arriaran-Buono, Kathya.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: 9790.
Contained By:	Dissertation Abstracts International73-03A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3489124
ISBN:	9781267070746

Teacher Work Environment Correlates of Burnout, Satisfaction, and Organizational Commitment: A Study of Two Middle Schools.
Arriaran-Buono, Kathya.

Teacher Work Environment Correlates of Burnout, Satisfaction, and Organizational Commitment: A Study of Two Middle Schools. - 126 p.

Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: 9790.

Thesis (Ed.D.)--University of California, Santa Barbara, 2011.

Each year more teachers are choosing to leave the teaching profession, contributing to a shortage that has affected the field at the national level. Teacher attrition has been attributed, in part, to low status, low pay, and lack of professional autonomy (Evans., 1997). The purpose of this study was to explore teacher workplace characteristics that may influence teacher burnout, job satisfaction, and organizational commitment , with a particular focus on middle schools due to a decline of student motivation with students in that age range (Anderman & Maehr, 1994). Teachers in two southern California urban middle schools participated in the study. A 75-question survey was distributed to teachers in both schools, and 117 were returned. The following independent variables were measured on the survey: (1) role stress. (2) teaming (social integration), (3) job design (intrinsic, extrinsic), (4) evaluation/feedback, (5) resources, (6) student learning/behavior, and (7) administrator support. In addition, the primary dependent variables included burnout, satisfaction, and organizational commitment. Supplemental questions (e.g., concern over teacher reduction in force) were included, and interviews were also conducted with two teachers. Regression analyse indicated that role conflict was a statistically significant predictor of burnout; role ambiguity and job design (intrinsic) predictors of satisfaction; and evaluation/feedback a predictor of organizational commitment. In addition, student learning and behavior was a significant predictor of all three outcomes. Study implications include the use of mechanisms for soliciting input from teachers (particularly in mid-career), creating committees concerning the allocation of school resources, and freeing assistant principals' time to perform observations and provide feedback to teachers.

ISBN: 9781267070746Subjects--Topical Terms:

3172312
Teacher education.

Teacher Work Environment Correlates of Burnout, Satisfaction, and Organizational Commitment: A Study of Two Middle Schools.
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500 $a Adviser: Sharon Conley.
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520 $a Each year more teachers are choosing to leave the teaching profession, contributing to a shortage that has affected the field at the national level. Teacher attrition has been attributed, in part, to low status, low pay, and lack of professional autonomy (Evans., 1997). The purpose of this study was to explore teacher workplace characteristics that may influence teacher burnout, job satisfaction, and organizational commitment , with a particular focus on middle schools due to a decline of student motivation with students in that age range (Anderman & Maehr, 1994). Teachers in two southern California urban middle schools participated in the study. A 75-question survey was distributed to teachers in both schools, and 117 were returned. The following independent variables were measured on the survey: (1) role stress. (2) teaming (social integration), (3) job design (intrinsic, extrinsic), (4) evaluation/feedback, (5) resources, (6) student learning/behavior, and (7) administrator support. In addition, the primary dependent variables included burnout, satisfaction, and organizational commitment. Supplemental questions (e.g., concern over teacher reduction in force) were included, and interviews were also conducted with two teachers. Regression analyse indicated that role conflict was a statistically significant predictor of burnout; role ambiguity and job design (intrinsic) predictors of satisfaction; and evaluation/feedback a predictor of organizational commitment. In addition, student learning and behavior was a significant predictor of all three outcomes. Study implications include the use of mechanisms for soliciting input from teachers (particularly in mid-career), creating committees concerning the allocation of school resources, and freeing assistant principals' time to perform observations and provide feedback to teachers.
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