Relations between School Type, Occupational Stress, Role Perceptions and Social Support

Pierce, C. M. B.; Molloy, Geoffrey N.

doi:10.1177/000494419003400308

Cited by 16 publications

(6 citation statements)

References 14 publications

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“…A c-onsiclerable amount of effort has been invested by researchers in their attempts to undcrstancl the dynamics of teacher stress ( e g . Kyriacou & Pratt, 1985;Kyriacou & Sutcliffe, 1978cr,b,c;McCormick & Solman, 1992;O'Connor & Clarke, 1990;Pierce & Molloy, 1990;Tuettemann & Punch, 1992;Wearing ctal., 1990). Much of this work was motivated by a concern for improving teacher quality of work life (Kyriacou, 1987), and was based on the assumption that teacher stress is associated with unpleasant feelings that are experienced at the expense of more pleasurable emotions.…”

Section: Discussionmentioning

confidence: 99%

Teacher quality of work life: Integrating work experiences, psychological distress and morale

Hart

1994

J Occupat & Organ Psyc

122

104

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W h a t are the positive and negative work experiences reported by teachers, and how do these contribute to their quality of work life? This paper reports structural equation analyses conducted on questionnaire data obtained during three studies from 1539 Australian primary and secondary school teachers. Drawing on perceived quality of life research it was hypothesized that psychological distress and morale would be separate outcomes of positive and negative work experiences. Results confirmed that psychological distress and morale operate on different dimensions. Three structural equation models showed that positive experiences were stronger determinants of morale than psychological distress, whereas negative experiences were stronger determinants of psychological distress than morale. Psychological distress and morale contributed equally to teachers' overall quality of work life. When examined simultaneously it was found that positive experiences contributed only to morale whilst negative experiences contributed only to psychological distress. These findings challenge conventional wisdom and suggest that it is not possible to enhance morale by reducing negative experiences, nor is it possible to reduce psychological distress by focusing on positive experiences.

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Section: Discussionmentioning

confidence: 99%

Teacher quality of work life: Integrating work experiences, psychological distress and morale

Hart

1994

J Occupat & Organ Psyc

122

104

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“…Many studies have demonstrated the negative effects of school aggression on individual teachers. Teachers experiencing aggression are more likely to be dissatisfied, absent, leave, or change careers (Pierce & Molloy, ; van Dick & Wagner, ). Galand et al () described these effects as “disengagement” and outlined their potential impact: reducing students' opportunities to learn, lowering student engagement and motivation, and increasing student misconduct.…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Shared aggression concerns and organizational outcomes: The moderating role of resource constraints

et al. 2012

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Summary Most research on workplace aggression focuses on the antecedents and consequences of aggression for individual workers. The current study examines how shared workplace aggression concerns relate to internal and external organizational outcomes. Drawing on the work stress, social identity, and social contagion literatures, we propose relationships between unit‐level aggression concerns and unit‐level measures of performance and employee attitudes in a public school sample (2989 employees; 163 schools). We also propose that these relationships differ depending on the resource context of the school. Consistent with our expectations, schools in which teachers had strong shared concerns about aggression also had poorer shared job attitudes and poorer student outcomes, as indicated by average standardized test scores at the school. The impact of shared concerns about aggression on school‐level standardized test scores was stronger for resource‐rich schools than for schools with fewer resources. The current study contributes to organizational research as it establishes that workplace aggression concerns have adverse consequences for the whole organization, not only for the individuals experiencing the events. Our findings demonstrate that employees' shared concerns about aggression have an impact on organizational outcomes and suggest a prevention‐focused approach to workplace aggression. Copyright © 2012 John Wiley & Sons, Ltd.

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“…One factor hypothesised to play a mediating role was Poor Colleague Relations, implying that good relationships with one's colleagues is beneficial when a teacher is experiencing stress from other sources (and vice versa). Several investigators (e.g., Dunham, 1980;Fletcher & Payne, 1982;Freeman, 1987;Pierce & Molloy, 1990b) have attested to the importance of social support (from superiors and colleagues and/or from family and friends) as a means of alleviating teacher stress. Others have emphasised the importance of improving the level of social support in schools (e.g., Chakravorty, 1989;Dunham, 1989;Kyriacou, 1981;Otto, 1982).…”

Section: Structural Models Of the Sources Of Teacher Stressmentioning

confidence: 99%

A structural model of the dimensions of teacher stress

Boyle

Borg

Falzon

et al. 1995

Brit J of Edu Psychol

308

229

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A comprehensive survey of teacher stress, job satisfaction and career commitment among 710 full‐time primary school teachers was undertaken by Borg, Riding & Falzon (1991) in the Mediterranean islands of Malta and Gozo. A principal components analysis of a 20‐item sources of teacher stress inventory had suggested four distinct dimensions which were labelled: Pupil Misbehaviour, Time/Resource Difficulties, Professional Recognition Needs, and Poor Relationships, respectively. To check on the validity of the Borg et al. factor solution, the group of 710 teachers was randomly split into two separate samples. Exploratory factor analysis was carried out on the data from Sample 1 (N=335), while Sample 2 (N=375) provided the cross‐validational data for a LISREL confirmatory factor analysis. Results supported the proposed dimensionality of the sources of teacher stress (measurement model), along with evidence of an additional teacher stress factor (Workload). Consequently, structural modelling of the ‘causal relationships’ between the various latent variables and self‐reported stress was undertaken on the combined samples (N=710). Although both non‐recursive and recursive models incorporating Poor Colleague Relations as a mediating variable were tested for their goodness‐of‐fit, a simple regression model provided the most parsimonious fit to the empirical data, wherein Workload and Student Misbehaviour accounted for most of the variance in predicting teaching stress.

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Relations between School Type, Occupational Stress, Role Perceptions and Social Support

Cited by 16 publications

References 14 publications

Teacher quality of work life: Integrating work experiences, psychological distress and morale

Teacher quality of work life: Integrating work experiences, psychological distress and morale

Shared aggression concerns and organizational outcomes: The moderating role of resource constraints

A structural model of the dimensions of teacher stress

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