Examining Role Stress, Emotional Intelligence, Emotional Exhaustion, and Affective Commitment Among Secondary Physical Educators

2021 ◽  
pp. 1-11
Author(s):  
Nicholas S. Washburn ◽  
Kelly L. Simonton ◽  
K. Andrew R. Richards ◽  
Ye Hoon Lee
Keyword(s):  
Emotional Intelligence ◽  
Emotional Exhaustion ◽  
Role Ambiguity ◽  
Affective Commitment ◽  
The United States ◽  
Role Stress ◽  
National Database ◽  
Physical Educators ◽  
Negative Effects ◽  
Teachers Perceptions

Research on the psychological outcomes of physical education teachers’ perceptions of their work environments and variables that support adaptive coping processes is needed. Purpose: This study examined the relationships among role stress, emotional intelligence, emotional exhaustion (EE), and affective commitment among secondary physical educators in the United States (N = 246). Method: Using participants from a national database, variables were analyzed using multivariate analyses of covariances and structural modeling. Results: Urban teachers reported more role ambiguity than those working in other contexts. Role stress partially predicted emotional intelligence, whereas emotional intelligence predicted EE negatively and affective commitment positively. Role ambiguity influenced EE directly and indirectly through emotional intelligence. Role conflict and overload showed only direct relations. Conclusion: Emotional intelligence may buffer negative effects of role stress on EE while enhancing affective commitment by reappraising stress in manageable ways. Enhancing emotional intelligence may promote adaptive emotional responses.

The Relationships Among Perceived Organization Support, Resilience, Perceived Mattering, Emotional Exhaustion, and Job Satisfaction in Adapted Physical Educators

2020 ◽  
Vol 37 (1) ◽  
pp. 90-111
Author(s):  
K. Andrew R. Richards ◽  
Wesley J. Wilson ◽  
Steven K. Holland ◽  
Justin A. Haegele
Keyword(s):  
Job Satisfaction ◽  
Root Mean Square ◽  
Emotional Exhaustion ◽  
The United States ◽  
Equation Modeling ◽  
Physical Educators ◽  
Mean Square ◽  
Adapted Physical Educators ◽  
Fit Index ◽  
Perceived Mattering

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ2(199) = 327.25, p < .001, χ2/df = 1.64; root-mean-square error of approximation = .052 (90% confidence interval [.042, .062], p = .354); standardized root-mean-square residual = .050; nonnormed fit index = .959; comparative-fit index = .964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

Understanding physical educators’ perceptions of mattering

2016 ◽  
Vol 23 (1) ◽  
pp. 73-90 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Amelia Mays Woods
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Factor Structure ◽  
Online Survey ◽  
Role Stress ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Perceptions ◽  
Confirmatory Factor ◽  
Perceived Mattering

Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived mattering, role stress, and resilience. Data analysis began with exploratory factor analysis to identify a stable two-factor structure that measured physical educators’ perceptions that they matter and that the discipline of physical education matters. Next, confirmatory factor analysis was used to affirm the factor structure and to examine convergent, discriminant, and divergent validity. The model was a good fit for the data and the PMQ-PE correlated positively with resilience and negatively with role stress. These analyses support initial validation of the PMQ-PE.

Role stress, social support and occupational burnout among physicians in China: a path analysis approach

2019 ◽  
Vol 12 (3) ◽  
pp. 157-163 ◽  
Author(s):  
Hui Ma ◽  
HuiFen Qiao ◽  
HaiTao Qu ◽  
Hui Wang ◽  
Yun Huang ◽  
...  
Keyword(s):  
Social Support ◽  
Path Analysis ◽  
Role Conflict ◽  
Role Ambiguity ◽  
Role Stress ◽  
Negative Effects ◽  
Occupational Burnout ◽  
Coworker Support ◽  
Positive Effects ◽  
Chinese Physicians

Abstract Background Occupational burnout in physicians is prevalent and can have many negative effects. The purposes of this study were to explore the prevalence of occupational burnout and to analyze the effects of social support and role stress on occupational burnout among Chinese physicians. Methods Using multistage-stratified cluster random sampling, physicians were selected to participate in the study and completed three questionnaires: the Chinese Maslach Burnout Inventory; the Cross-Cultural Role Conflict, Ambiguity and Overload Scale; and the Social Support Rating Scale. A path analysis was run to test the effects of role stress and social support on occupational burnout. Results Of 2530 physicians, 864 (34.2%) were experiencing moderate occupational burnout and 140 (5.5%) were experiencing severe occupational burnout. The path analysis results indicated that role conflict had direct positive effects on emotional exhaustion (EE) and depersonalization (DP), and role ambiguity had direct positive effects on DP and decreased personal accomplishment (DPA). Coworker support had direct negative effects on EE and positive effects on DP, family support had direct negative effects on DP and DPA. Coworker support mediated the effects of role ambiguity on EE and DP, and family support mediated the effects of role ambiguity on DP and DPA. Conclusions These findings suggest that occupational burnout is common in Chinese physicians, and that role stress and social support play important roles in occupational burnout. Interventions that aim to reduce role stress and increase social support can be effective approaches to prevent occupational burnout among physicians.

Investigating the Relationships Between Perceived Mattering, Role Stress, and Psychological Need Satisfaction in Physical Education Teachers

2020 ◽  
Vol 39 (1) ◽  
pp. 48-58
Author(s):  
Nicholas S. Washburn ◽  
K. Andrew R. Richards ◽  
Oleg A. Sinelnikov
Keyword(s):  
Physical Education ◽  
Role Ambiguity ◽  
Role Stress ◽  
Need Satisfaction ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Psychological Need ◽  
Fit Index ◽  
Perceived Mattering ◽  
Psychological Need Satisfaction

Purpose: Despite being linked with motivationally supportive instruction, little research has investigated antecedents to physical educators’ psychological need satisfaction. This study examined relationships between physical educators’ perceived mattering, role stress, and psychological need satisfaction. Method: The participants included 472 in-service physical educators (232 males and 240 females) from the eastern United States who completed an online survey. Structural equation modeling was used to evaluate a conceptual model detailing the relationships among study variables. Results: The conceptual model was a good fit for the data, χ2(358) = 657.16, p < .001, root mean square error of approximation = .042 (90% confidence interval [.037, .047], p = .996), standardized root mean residual = .051, nonnormalized fit index = .949, comparative fit index = .955. Generally, perceived mattering influenced role ambiguity and relatedness satisfaction. Role overload and role ambiguity are negatively associated with competence satisfaction, and role conflict is negatively associated with autonomy satisfaction. Discussion: The findings indicate that elevating physical education teachers’ perceived mattering may reduce role stress and increase psychological need satisfaction.

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

2017 ◽  
Vol 25 (2) ◽  
pp. 389-408 ◽  
Author(s):  
K Andrew R Richards ◽  
Nicholas S Washburn ◽  
Michael A Hemphill
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Emotional Exhaustion ◽  
Latent Variable ◽  
Online Survey ◽  
The United States ◽  
Role Stress ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Perceived Mattering

Job dissatisfaction has been linked to decreased performance and increased workplace turnover. It is, therefore, important to understand the experiences that are associated with physical education teacher job satisfaction and dissatisfaction. This study examined relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching physical education teachers. The participants included 500 physical educators (251 females, 249 males) from the United States. Most participants (91.20%) were Caucasian, and over half (53.60%) coached. Data were collected using an online survey, and analyzed using latent variable modeling procedures. Results supported the conceptual framework, χ2(214) = 511.49, p < .001, RMSEA = .052 (90% CI = [.046, .058], p = .216), SRMR = .06, NNFI = .95, CFI = .96, and commonly experienced pathways were invariant across coaching and non-coaching groups. A key goal for schools should be to increase teacher perceived mattering and reduce role stress and emotional exhaustion.

scholarly journals NCAA Athletic Department Employee Perceptions of Workplace Related Burnout, Commitment, and Emotional Intelligence

2017 ◽  
Vol 76 (1) ◽  
pp. 35-46
Author(s):  
Robert C. Schneider ◽  
Penny D. Hite
Keyword(s):  
Emotional Intelligence ◽  
Emotional Exhaustion ◽  
Electronic Mail ◽  
Affective Commitment ◽  
National Collegiate Athletic Association ◽  
College Athletics ◽  
Well Being ◽  
Athletic Department ◽  
Continuance Commitment ◽  
Strongly Agree

AbstractThe objective of this study was to determine employees’ perceptions across National Collegiate Athletic Association (NCAA) Divisions I, II, and III athletic departments of the following general categories and their respective subcategories: (a) emotional intelligence consisting of appraisal of emotions, optimism, utilization of emotions, social skills, and emotional exhaustion; (b) commitment consisting of affective commitment, continuance commitment, and normative commitment; and (c) burnout outcomes consisting of exhaustion, and cynicism. The literature offers broad perspectives related to burnout, commitment, and emotional intelligence along with the respective subcategories (Cropanzano, Rupp, & Byrne 2003; Grichnik, Smeja, & Welpe 2010; Opengart 2005; Patzelt, & Shepherd 2011; Youssef, & Luthans 2007). An intercollegiate sport centered questionnaire was developed by the researchers, the content of which was grounded in seminal research studies related to emotional intelligence, commitment, and burnout outcomes. Feedback from five experts who held no less than 15 years of working experience in an NCAA athletic department helped support content validity. The questionnaire consisted of a demographic section followed by a 7 point Likert scale ranging from strongly agree to strongly disagree, that included 49 total statements. Electronic mail was used to send the questionnaire to a random sample of 333 athletic department employees whose e-mail addresses were obtained from the publicly accessible National Association of Collegiate Directors of Athletics’ (NACDA) National Directory of College Athletics. Of the 333 surveys mailed, 82 were returned for a 24.6% response rate. Descriptive statistics was applied to the data to arrive at findings related to athletic department employees’ responses to the subcategories of the general categories related to burnout, commitment, and emotional intelligence. Athletic department employees were found to generally agree. Overall, responses by the athletic department employees indicated perceptions related to each of three categories of emotional exhaustion, commitment and burnout outcomes that are favorable to the well-being of the athletic department.

Pengaruh Perceived Organizational Support (POS) dan Role Stress terhadap Job Outcome pada Akuntan Manajemen di Perusahaan-Perusahaan di Kota Surabaya

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Hidayatul Khusnah
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Role Conflict ◽  
Organizational Support ◽  
Turnover Intention ◽  
Role Ambiguity ◽  
Perceived Organizational Support ◽  
Role Stress ◽  
Role Overload ◽  
Negative Effects

Organizational support to employees is an important because can mitigate the negative effects of role stress. The negative effects of the role stress among which reduce job satisfaction, job performance and high turnover intention. Employees who feel themselves noticed by the company will be comfortable in the work so that the performance becomes better. The aim of this study is to investigate the effect of perceived organizational support (POS) to the role stress (role ambiguity, role conflict and role overload) and job outcomes (job satisfaction, job performance and turnover intention). In addition, this study also want investigates the influence of role stress (role ambiguity, role conflictand role overload) to job outcomes (job satisfaction, job performance and turnover intention). This study used a sample of management accountants and staff managementaccountants at companies in the Surabaya. The number of samples in this study were 111 respondents. Testing the hypothesis in this study using Structural Equation Modeling (SEM) with an alternative method of Partial Least Square (PLS) using software WarpPLS 3.0. Results of this study found the negative influence of perceived organizational support(POS) to the role ambiguity and role conflict but did not find the effect of POS on role overload. Other findings in this study is the role ambiguity and role conflict negative effect on job satisfaction, job performance and a positive effect on turnover intention. But different things found on role overload to job satisfaction, job performance, and turnover intention which did not reveal any influence.

Role Stress in the Professional Life of the School Music Teacher: A Collective Case Study

2003 ◽  
Vol 51 (2) ◽  
pp. 124-136 ◽  
Author(s):  
John W. Scheib
Keyword(s):  
Music Education ◽  
Role Conflict ◽  
Role Ambiguity ◽  
The United States ◽  
Role Stress ◽  
Role Overload ◽  
Collective Case Study ◽  
Role Stressors ◽  
Music Department ◽  
School Music

The theoretical framework of this article is based on the description of occupational role stress by Kahn, Wolfe, Quinn, and Snoek (1964) and Beehr (1987). The present study is an examination of six role stressors: role conflict, role ambiguity, role overload, underutilization of skills, resource inadequacy, and nonparticipation. One midwestern high school's music department in the United States, consisting of four music teachers, served as the study s focus. Data were collected as field notes from observations, transcripts from interviews, and document analysis. While role ambiguity and nonparticipation issues were not of great concern among the participants, issues related to role conflicts, role overloads, underutilization of skills, and resource inadequacy were substantial. The burden of tedious administrative responsibilities (underutilization of skills), the constant need for music education advocacy (role overload), conflicts between personal and professional roles (role conflict), and tension created by scheduling conflicts due to the increasingly busy schedules of students (resource inadequacy) were among the most significant stressors.

Undesirable Effects of Goal Setting on Perceived Fairness, Commitment, and Unethical Behavior

2018 ◽  
Vol 62 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Nina Keith
Keyword(s):  
Goal Setting ◽  
Unethical Behavior ◽  
The United States ◽  
Goal Commitment ◽  
Management Technique ◽  
Long Term Effects ◽  
Perceived Fairness ◽  
Negative Effects ◽  
Positive Effects ◽  
And Performance

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.

Effectiveness of Programs for the Prevention of Child Sexual Abuse

2020 ◽  
Vol 25 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Amaia Del Campo ◽  
Marisalva Fávero
Keyword(s):  
United States ◽  
Sexual Abuse ◽  
New Zealand ◽  
Critical Analysis ◽  
Prevention Programs ◽  
The United States ◽  
Sexual Abuse Prevention ◽  
Negative Effects ◽  
The United Kingdom ◽  
Methodological Considerations

Abstract. During the last decades, several studies have been conducted on the effectiveness of sexual abuse prevention programs implemented in different countries. In this article, we present a review of 70 studies (1981–2017) evaluating prevention programs, conducted mostly in the United States and Canada, although with a considerable presence also in other countries, such as New Zealand and the United Kingdom. The results of these studies, in general, are very promising and encourage us to continue this type of intervention, almost unanimously confirming its effectiveness. Prevention programs encourage children and adolescents to report the abuse experienced and they may help to reduce the trauma of sexual abuse if there are victims among the participants. We also found that some evaluations have not considered the possible negative effects of this type of programs in the event that they are applied inappropriately. Finally, we present some methodological considerations as critical analysis to this type of evaluations.

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