Supporting Professionals-at-Risk: Evaluating Interventions to Reduce Burnout and Improve Retention of Special Educators

Cooley, Elizabeth; Yovanoff, Paul

doi:10.1177/001440299606200404

Cited by 106 publications

(110 citation statements)

References 26 publications

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“…The other strategies include maintaining cordial relationship with colleagues, enjoying uninterrupted sound sleep up to seven or eight hours in a day as well as attending to problems as and when due. This submission is also in line with Cooley & Yovanoff (1996) who suggested, among other things, muscle relaxation, progressive body relaxation that puts the individual in an extremely restful state as a strategy for coping with stress.…”

Section: Discussionsupporting

confidence: 82%

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Stress Among Secondary School Teachers in Ekiti State, Nigeria

Ekundayo

Kolawole²

2013

JESR

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Section: Discussionsupporting

confidence: 82%

“…Besides, Kagan, Kagan & Watson (1995) and Cooley & Yovanoff (1996) suggested physiological coping strategies against stress. The authors suggested the following: (1) biofeedback: electronic measurement of mind-body functions (muscle tension, intestinal activity, blood flow, breathing, heartbeat) and techniques to control those functions.…”

Section: Introductionmentioning

confidence: 99%

Stress Among Secondary School Teachers in Ekiti State, Nigeria

Ekundayo

Kolawole²

2013

JESR

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“…As organizational contributors to the origin of burnout are very often intangible factors, intervention programs should focus on personal factors such as the individual's maladaptive way of thinking in taxing and stressful situations. This idea is in accordance with Cooley and Yovanoff (1996) who claim that intervention programs had better start from alterable factors within the burned-out teacher. It would be even a better idea to include courses on thinking processes in training programs for teachers, for self-knowledge on the various components of thinking may have a preventive and beneficial effect on the teacher's well-being during his or her career.…”

Section: Discussionsupporting

confidence: 82%

Constructive Thinking and Burnout among Secondary School Teachers

2005

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Abstract. The present study investigated the relationship between Epstein's (1998, Constructive thinking: The key to emotional intelligence. London: Praeger publisher.) components of constructive thinking and burnout as experienced by a sample of Dutch secondary school teachers. A postal questionnaire was sent to teachers from randomly selected secondary schools. The response rate was 54.1%(N = 433). Four components of constructive thinking significantly contributed to the explained variance in emotional exhaustion (17%), depersonalization (21%), and personal accomplishment (20%). The results of the study suggest that secondary school teachers' maladaptive thinking processes prevent them from rational thinking during their work, which significantly contributes to the onset of burnout. Burnout intervention programs for teachers are likely to be more effective when the participator's maladaptive thinking system is taken into consideration. This stems from the idea that personality factors are a probably easier point of departure to tackle burnout symptoms than organizational factors.

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“…As discussed, employee-led work design processes appear to be especially applicable to job resources such as job autonomy, which have been characterized as 'alterables' that are easier to change (Hakanen et al, 2006;Tims, et al, 2013), but less applicable to the demanding aspects of work design that derive from higherlevel pressures (Rhoades & Eisenberger, 2002), which have been labeled as 'givens' (Cooley & Yovanoff, 1996). Thus, encouraging bottom up forms of work redesign to enhance the quality of work, such as by training individuals in job crafting (Grant & Parker, 2009) and encouraging the negotiation of i-deals (Liao et al, 2016) might have positive effects; but these effects might nevertheless be limited to some work characteristics and indeed some contexts.…”

Section: Key Themes and Theoretical Implicationsmentioning

confidence: 99%

Work Design Influences: A Synthesis of Multilevel Factors that Affect the Design of Jobs

Parker

Broeck

Holman

2017

ANNALS

155

154

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High quality work design is a key determinant of employee well-being, positive work attitudes, and job/organizational performance. Yet many job incumbents continue to experience deskilled and demotivating work. We argue that there is a need to understand better where work designs come from. We review research that investigates the factors that influence work design, noting that this research is only a small fragment of the work design literature. The research base is also rather disparate, spanning distinct theoretical perspectives according to the level of analysis. To help integrate this literature, we use a framework that summarizes the direct and indirect ways in which work design is shaped by the higher-level external context (global/ international, national and occupational factors), the organizational context, the local work context (work group factors), and individual factors. We highlight two key indirect effects: first, factors affect formal decisionmaking processes via influencing managers' work design-related motivation, knowledge, skills, and abilities (KSAs), and opportunities; and second, factors shape informal and emergent work design processes via influencing employees' work design-related motivation, KSAs and opportunities. By reviewing the literature according to this framework, we set the stage for more comprehensive theoretical development and empirical studies on the factors that influence work design. 3Work Design Influences A Synthesis of Multi-Level Factors that Affect The Design of WorkWork design refers to "the content and organization of one's work tasks, activities, relationships, and responsibilities" (Parker, 2014, p. 662). When work is designed so that it has motivating characteristics like job autonomy and social support, as well as reasonable levels of job demands, multiple positive individual and organizational outcomes arise. A vast amount of research shows that work design affects work stress, job satisfaction, performance, absenteeism, accidents, team innovation, company financial revenue, and more (e.g. see the meta analysis by Humphrey, Nahrgang, & Morgeson, 2007).Yet, despite extensive evidence about the benefits of well-designed work, there are still many poorly designed jobs in both advanced and developing economies. For example, in Europe, Lorenz and Valeyre (2005) reported that one third of workers had jobs that were deskilled or that involved excessive demands. Significant technological and societal change is also affecting work and organizing, yet we know little about how this change might affect people's work design (Parker, 2014). Both of these forces -the continued prevalence of poor quality work designs and the vast change occurring in work -highlight the importance of having a comprehensive, evidence-based understanding of the forces that affect work design.Such an understanding is currently lacking. In most theory and research pertaining to the design of jobs, work design is modeled at the start of a causal chain leading to outcomes via intermediary pr...

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Supporting Professionals-at-Risk: Evaluating Interventions to Reduce Burnout and Improve Retention of Special Educators

Cited by 106 publications

References 26 publications

Stress Among Secondary School Teachers in Ekiti State, Nigeria

Stress Among Secondary School Teachers in Ekiti State, Nigeria

Constructive Thinking and Burnout among Secondary School Teachers

Work Design Influences: A Synthesis of Multilevel Factors that Affect the Design of Jobs

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