Job Design

Bettini, Elizabeth; Cheyney, Kristi; Wang, Jun; Leko, Christopher

doi:10.1177/1053451214532346

Cited by 20 publications

(7 citation statements)

References 32 publications

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“…In particular, working conditions can impact the quality of teacher instruction and student achievement (Bettini et al, 2017). Administrative support and school leadership are aspects of the teaching environment that predict increased teaching job satisfaction and lower staff attrition (Ansley et al, 2019;Bettini, Cheyney, Wang, & Leko, 2015). It seems that effective administrative support can help to empower teaching staff to perform their roles more effectively (Bettini, Crockett, Brownell, & Merrill, 2016).…”

Section: Methodological Considerations and Limitationsmentioning

confidence: 99%

Psychological distress and coping styles in teachers: A preliminary study

Stapleton

Garby

Sabot

2020

Australian Journal of Education

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Teaching professionals report higher levels of work-related stress and symptoms of psychological health problems than the general population. This study examined psychological distress, coping styles and wellbeing in 166 Australian teachers (aged 22–65 years; M = 37.74 years, SD = 10.84 years). Participants completed an online survey comprising demographic items and four empirical measures (The Satisfaction with Life Scale, Subjective Happiness Scale, The Brief COPE Inventory and The Patient Health Questionnaire). Work, workload and finances were identified as leading sources of stress. Moreover, above-average clinical symptoms of anxiety, depression and physical concerns were reported, and 17% of respondents met criteria for probable alcohol dependence. Results suggested that maladaptive coping strategies employed by teachers may contribute to their risk of increased psychological distress, and decreased life satisfaction and happiness. These findings indicate the need for work-based programmes to enhance teachers’ coping strategies in an effort to reduce psychological distress and improve overall wellbeing in teaching professionals.

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Section: Methodological Considerations and Limitationsmentioning

confidence: 99%

Psychological distress and coping styles in teachers: A preliminary study

Stapleton

Garby

Sabot

2020

Australian Journal of Education

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“…In schools, LMX translates to personnel and administrators working cooperatively to deliver best practices to students. As such, the authors developed the SPLC model through research that suggests (a) LMX is an effective organizational management practice (Dulebohn et al, 2012;Ilies et al, 2007), (b) school leadership sets the tone for personnel work contexts (Bettini et al, 2016;Kraft et al, 2015;Simon & Johnson, 2015;Stewart-Banks et al, 2015), and (c) active participation of faculty and staff is essential to school operations (Bettini et al, 2015;Billingsley, 2010). The SPLC model reflects a collaborative dynamic between school administrators and their faculty and staff and is illustrated in Figure 1.…”

Section: Best Leadership Practicesmentioning

confidence: 99%

“…Research (e.g., Ansley, Houchins, & Varjas, 2019;Bettini, Cheyney, Wang, & Leko, 2015;Robinson, Bridges, Rollins, & Schumaker, 2019;Simon & Johnson, 2015;Stewart-Banks, Kuofie, Hakim, & Branch, 2015) consistently suggests administrative support is a strong predictor of positive working conditions, higher job satisfaction, and lower turnover for teachers and other school personnel. With administrative support, school staff are more empowered to perform their jobs effectively (Bettini, Crockett, Brownell, & Merrill, 2016;Simon & Johnson, 2015;Stewart-Banks et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…In school operations, administrators issue directives to faculty and staff. However, leadership styles that have included shared decision making with school personnel, autonomy and flexibility in their roles, and frequent communication and feedback have been associated with higher quality job performance and desirable student learning outcomes (Bettini et al, 2015;Simon & Johnson, 2015;Stewart-Banks et al, 2015). The SPLC model promotes mutual respect and teamwork between school personnel and leadership and therefore cultivates healthy professional relationships that empower strong school communities.…”

Section: Introductionmentioning

confidence: 99%

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School Personnel and Leadership Collaboration Model for Ideal Work Contexts

Ansley

Blinder

Demere

et al. 2019

JERAP

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This article describes the school personnel and leadership collaboration (SPLC) model, a shared-responsibility framework for faculty, staff, and administrators. Prior research consistently demonstrates the need for (a) administrative support for teachers and other school personnel and (b) collegial support among staff. The SPLC model represents an amalgamation of this research and, moreover, integrates personnel support for leadership. In the managerial sciences, leader–member exchange (LMX) is a well-known relationship-based leadership approach that focuses on a dyadic or two-way relationship between supervisors and their employees. Though managers are responsible for overseeing operations, personnel contribute ideas, participate in decision-making, and follow through with their responsibilities. LMX is associated with positive work experiences and job performance outcomes. In contrast, schools are often run with a top–down leadership approach that solicits little to no input from staff, leading to low morale, high attrition rates, and negative school climate. Thus, the SPLC model was inspired by LMX and emphasizes practices, such as shared decision-making, staff autonomy, and shared responsibilities. Detailed examples of ways schools may apply the SPLC model to their practices are included.

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“…Teachers at special needs educational institutions work under special conditions characterized by intensity and the particular tasks associated with correction of and compensation for children's physical and mental disabilities, conditions which can contribute to burnout [1][2][3][4][5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Overcoming teacher burnout at special needs educational institutions: resources for reflection and on the meaning of life

2020

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Background. Psychological practice has specified the need to search for resources for overcoming burnout that are reflective and meaningful – that help teachers explore the meaning of their lives – defining corrective and preventive measures for reflective and meaningful regulation. Objective. To study the reflective and meaningful regulation of teacher burnout at special needs educational institution and to evaluate its effectiveness. Design. Twenty teachers from a special needs educational institution in Kursk, Russian Federation, participated in an experimental study. The researchers took measurements at two time points, baseline and follow-up. At baseline, we made a diagnostic assessment of the teachers’ burnout, life principles, and reflectivity and searched for correlations among these indicators. At follow-up, we evaluated the teachers’ burnout after a program of reflective and meaningful training for prophylaxis and overcoming of burnout. Results. We demonstrated empirically that Communicative Reflection, Process of Life, and Locus of Control–Life were personal resources for overcoming teacher burnout at the special needs educational institutions. Conclusion. eflective and meaningful training program for prophylaxis and overcoming of teacher burnout at a special needs educational institution was developed, tested, and found to be effective.

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Job Design

Cited by 20 publications

References 32 publications

Psychological distress and coping styles in teachers: A preliminary study

Psychological distress and coping styles in teachers: A preliminary study

School Personnel and Leadership Collaboration Model for Ideal Work Contexts

Overcoming teacher burnout at special needs educational institutions: resources for reflection and on the meaning of life

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