Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction

Richards, K. Andrew R.; Washburn, Nicholas; Hemphill, Michael A.

doi:10.1177/1356336x17741402

Cited by 56 publications

(54 citation statements)

References 56 publications

(106 reference statements)

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“…Mattering was also reported to be the protective factor against depression symptoms and suicide ideation among young adults [22], [23]. The decision to involve mattering as our main predictor in this current study is also confirmed because it has been established that employees with higher levels of mattering tend to have higher job satisfaction, perceive lower job stress, as well as perceive higher work-life balance [4], [24], [25] that will lead to lower turnover intention [26]. Our second choice as the predictor of turnover intention was the organizational commitment.…”

Section: Introductionsupporting

confidence: 74%

“…In the last few decades, organizations have been downsized in order to survive financial turbulences and increase efficiency [1]. Nevertheless, smaller size of organizations might lead to higher workload that causes burnout and dissatisfaction among employees [2], which might put the employees' mental health at risk [3], [4] and ended up in higher turnover intention [5]. Turnover intention among employees signifies more problems nowadays with smaller, highly-efficient organizations, because the workload has been optimally distributed [6], [7].…”

Section: Introductionmentioning

confidence: 99%

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Keeping millennials from quitting due to work stress: The roles of mattering, commitment and entrepreneurship orientation

Prihadi

Chang

Goo

2021

IJPHS

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Studies in pre-pandemic era had established that millennial workers tend to leave their job due to low organizational commitment or strong entrepreneurial orientation; however, the pandemic had brought down economy due to lockdowns, work stress and mental health instability, limitation of business hours, working from home policy, downsizing of companies, and many other changes. This situation might contribute to a novel situation among millennial employees and their turnover intention might be developed differently. Because mattering has protective feature against work stress and depression, we hypothesized that their it will negatively contribute to their turnover intention, and this contribution is mediated by the organizational commitment. Furthermore, we also hypothesized that this phenomenon would only occur in the condition of lower levels of entrepreneurial orientation. Data was collected from 354 purposively recruited millennial employees who responded to the scales of mattering, organizational commitment, entrepreneurial orientation and turnover intention through online surveys Analyses were conducted with Bootstrap Method in PROCESS Macro Model 10. The findings indicated that the moderated mediation occurred; organizational commitment fully mediated the link between mattering and turnover intention among participants with moderate and high levels of entrepreneurial orientation.

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Section: Introductionsupporting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Keeping millennials from quitting due to work stress: The roles of mattering, commitment and entrepreneurship orientation

Prihadi

Chang

Goo

2021

IJPHS

View full text Add to dashboard Cite

show abstract

“…Indeed, even in the “relatively amotivated” group, absolute scores for autonomous motivation were still rather high, and absolute scores for amotivation were still rather low. Given the large amount of literature that warns against the low level of recognition and the low value that PE teachers perceive in terms of their subject [9,34], the “high autonomous motivation” group found in these PE teachers may be interpreted as a piece of hopeful information for their psychological functioning. In any case, before continuing, it should be noted that the terms “relatively”, “high”, and “low” refer to scores that are compared with the scores of other PE teachers in this study.…”

Section: Discussionmentioning

confidence: 99%

“…This scale examines the burnout dimensions of emotional exhaustion, depersonalization, and reduced personal accomplishment. However, because emotional exhaustion is considered the archetype of burnout [22], and in line with other studies on PE teachers [34], only the five items assessing emotional exhaustion were used in the present study. Example items are, “I feel burned out from my work” and “I feel used up at the end of the workday”.…”

Section: Methodsmentioning

confidence: 99%

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Abós

Haerens

Sevil‐Serrano

et al. 2019

IJERPH

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Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated”, “somewhat motivated”, “autonomous-controlled motivated”, and “relatively autonomously motivated”. Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

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“…Over the last few years, several studies have focused on the understanding of PE teachers’ wellbeing and mental health [ 32 , 33 ] and some of these have demonstrated the existence of factors which explain why PE teachers orient themselves towards one motivational style rather than another. Some of these factors are the beliefs that teachers hold [ 8 , 34 ], the pressures they feel at their job [ 35 , 36 ], the perceived motivation in the students they teach [ 13 , 27 ] or their own personality disposition [ 37 ].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis

Coterón

Álvarez

Ocete

et al. 2020

IJERPH

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Students’ engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers’ antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers’ basic psychological needs’ satisfaction and basic psychological needs’ thwarting on students’ behavioural engagement and on the relationship between perceived autonomy-support and the students’ behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers’ autonomy satisfaction might be significant in the explanation of students’ engagement (β = 0.33, p < 0.01), it seems that needs thwarting could be a better predictor of this outcome (β autonomy thwarting = −0.17, p < 0.01; β competence thwarting = −0.06, p < 0.05). These findings suggest the impact of certain external pressures on teachers’ practices which, in turn, might affect students’ behavioural outcomes.

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Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction

Abstract: , M. A. (2019). Exploring the relationships among perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction.

Cited by 56 publications

References 56 publications

Keeping millennials from quitting due to work stress: The roles of mattering, commitment and entrepreneurship orientation

Keeping millennials from quitting due to work stress: The roles of mattering, commitment and entrepreneurship orientation

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis

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