scholarly journals Initial Validation of a Multilevel Model of Job Satisfaction and Career Intentions Among Collegiate Athletic Trainers

2018 ◽  
Vol 53 (7) ◽  
pp. 709-715
Author(s):  
Christianne M. Eason ◽  
Stephanie M. Mazerolle ◽  
William A. Pitney
Keyword(s):  
Job Satisfaction ◽  
Family Support ◽  
Athletic Training ◽  
Multilevel Model ◽  
Athletic Trainers ◽  
Organizational Factors ◽  
Athletic Trainer ◽  
Sociocultural Factors ◽  
Career Intentions ◽  
Work Family

Context:  The constructs of job satisfaction and career intentions in athletic training have been examined predominantly via unilevel assessment. The work-life interface is complex, and with troubling data regarding attrition, job satisfaction and career intentions should be examined via a multilevel model. Currently, no known multilevel model of career intentions and job satisfaction exists within athletic training. Objective:  To validate a multilevel model of career intentions and job satisfaction among a collegiate athletic trainer population. Design:  Cross-sectional study. Setting:  Web-based questionnaire. Patients or Other Participants:  Athletic trainers employed in National Collegiate Athletic Association Division I, II, or III or a National Association of Intercollegiate Athletics college or university (N = 299; 56.5% female, 43.5% male). The average age of participants was 34 ± 8.0 years, and average experience as an athletic trainer was 10.0 ± 8 years. Main Outcome Measure(s):  A demographic questionnaire and 7 Likert-scale survey instruments were administered. Variables were responses related to work-family conflict, work-family enrichment, work-time control, perceived organizational family support, perceived supervisor family support, professional identity and values, and attitude toward women. Results:  Exploratory factor analysis confirmed 3 subscales: (1) individual factors, (2) organizational factors, and (3) sociocultural factors. The scale was reduced from 88 to 62 items. A Cronbach α of 0.92 indicated excellent internal consistency. Conclusions:  A multilevel examination highlighting individual, organizational, and sociocultural factors is a valid and reliable measure of job satisfaction and career identity among athletic trainers employed in the collegiate setting.

scholarly journals Collegiate Athletic Trainers' Experiences with Work-family Conflict and Work-family Guilt Based Upon Organizational Factors

2021 ◽  
Author(s):  
Kelsey M. Rynkiewicz ◽  
Christianne M. Eason ◽  
Stephanie M. Singe
Keyword(s):  
Family Conflict ◽  
Online Survey ◽  
Athletic Trainers ◽  
Organizational Factors ◽  
Work Life ◽  
Athletic Trainer ◽  
Work Family Conflict ◽  
Athletic Teams ◽  
Work Family ◽  
Collegiate Athletic Trainers

Context: The collegiate athletic setting has been described as having high workloads and working demands. The extensive time commitment required of athletic trainers working in this setting has been identified as a precursor to work-family conflict (WFC) and work-family guilt (WFG). Though individualized, experiences in the work-life interface can largely be impacted by organizational factors (i.e., elements specific to the workplace). While staff size and patient load may influence the athletic trainer's feelings of WFC and WFG, these factors have not been directly studied. Objective: Our purpose was to examine organizational factors and experiences of WFC and WFG among collegiate athletic trainers. Design: Cross-sectional study. Setting: Collegiate setting. Participants: 615 (female=391, gender variant/non-conforming=1, male=222, preferred not to answer=1) athletic trainers responded to an online survey. The average age of participants was 33 ± 9 years, and they were BOC certified for 10 ± 8 years. 352 participants (57.2%) worked in the DI setting, 99 in DII (16.1%), and 164 in DIII (26.7%). Main Outcome Measure(s): Participants responded to demographic and workplace characteristic questions (organizational infrastructure, staff size, and number of varsity-level athletic teams). Individuals completed WFC and WFG scales that have been previously validated and used in the athletic trainer population. Results: Work-family conflict and WFG were universally experienced among our participants with WFC scores predicting WFG scores. Participants reported higher time-based conflict than strain or behavior-based conflict. No significant differences in WFC and WFG scores were found between organizational infrastructures. Weak positive correlations were found between staff size and WFC scores and WFG scores. The number of athletic teams was not associated with WFC or WFG scores. Conclusions: Organizational factors are an important component of the work-life interface. From an organizational perspective, focusing on improving work-life balance for the athletic trainer can help mitigate experiences with WFC and WFG.

Influences on Graduate Assistant Athletic Trainers’ Career Intentions and Career Goals

2016 ◽  
Vol 21 (4) ◽  
pp. 34-44
Author(s):  
Stephanie Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Career Goals ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Career Intentions ◽  
Influence Perceptions

The graduate assistant (GA) athletic trainer position often symbolizes an important transitory role from student to autonomous practitioner. The position also is used to help gain valuable experience for future employment. Our purpose was to understand the socialization process of the GA athletic trainer as well as investigate the career intentions as they begin to seek employment following their experiences in that transitory role. Twenty-five (5 males, 20 females) GA athletic trainers were recruited and participated in this study. Findings indicate the experiences of novice athletic trainers serving as GAs have the potential to both positively or negatively influence perceptions of the athletic training profession and, ultimately, career intentions.

scholarly journals Multilevel Examination of Job Satisfaction and Career Intentions of Collegiate Athletic Trainers: A Quantitative Approach

2018 ◽  
Vol 53 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Christianne M. Eason ◽  
Stephanie M. Mazerolle ◽  
Craig R. Denegar ◽  
William A. Pitney ◽  
Jennifer McGarry
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Work Life ◽  
Work Life Balance ◽  
Complex Nature ◽  
Career Intentions ◽  
Life Balance ◽  
Independent Variables ◽  
Collegiate Athletic Trainers

Context:  Recent employment data from collegiate athletic training settings have demonstrated departure trends among men and women. These trends have been hypothesized to be related to work-life balance. However, work-life balance is only 1 aspect of a myriad of factors. Due to the complex nature of the work-life interface, a multilevel examination is needed to better understand the precipitators of departure. Objective:  To quantitatively examine factors that may influence collegiate athletic trainers' (ATs') job satisfaction and career intentions via a multilevel examination of the work-life interface. Design:  Cross-sectional study. Setting:  Web-based questionnaire. Patients or Other Participants:  Athletic trainers employed in National Collegiate Athletic Association Division I, II, or III or National Association of Intercollegiate Athletics colleges or universities (N = 299: 56.5% female, 43.5% male). The average age of participants was 33.6 ± 8.3 years, and their average experience was 10.3 ± 7.6 years. Data Collection and Analysis:  Participants responded to an online questionnaire consisting of demographic questions, 9 Likert-scale surveys, and open-ended questions. Job-satisfaction Scores (JSSs) and intention-to-leave scores (ITLSs) served as the dependent variables and factors from individual, organizational, and sociocultural levels were the independent variables. Hierarchical regression analysis was run to determine the predictability of factors. Results:  No sex differences in ITLS or JSS were found in our sample. Independent variables explained 68.5% of the variance in JSS and 28.8% of the variance in ITLS. Additions of factor levels increased the percentage of explained variance in both scores. Conclusions:  A combination of individual-, organizational-, and sociocultural-level factors was able to best predict JSS and ITLS among collegiate ATs.

scholarly journals Positive Factors Influencing the Advancement of Women to the Role of Head Athletic Trainer in the National Collegiate Athletic Association Divisions II and III

2016 ◽  
Vol 51 (7) ◽  
pp. 550-556 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Organizational Factors ◽  
Division I ◽  
Athletic Trainer ◽  
Work Experiences ◽  
Training Experience ◽  
Individual Level

Context: Research suggests that women do not pursue leadership positions in athletic training due to a variety of reasons, including family challenges, organizational constraints, and reluctance to hold the position. The literature has been focused on the National Collegiate Athletic Association Division I setting, limiting our full understanding. Objective: To examine factors that help women as they worked toward the position of head athletic trainer. Design: Qualitative study. Setting: Divisions II and III. Patients or Other Participants: Seventy-seven women who were employed as head athletic trainers at the Division II or III level participated in our study. Participants were 38 ± 9 (range = 24−57) years old and had an average of 14 ± 8 (range = 1−33) years of athletic training experience. Data Collection and Analysis: We conducted online interviews. Participants journaled their reflections to a series of open-ended questions pertaining to their experiences as head athletic trainers. Data were analyzed using a general inductive approach. Credibility was secured by peer review and researcher triangulation. Results: Three organizational facilitators emerged from the data, workplace atmosphere, mentors, and past work experiences. These organizational factors were directly tied to aspects within the athletic trainer's employment setting that allowed her to enter the role. One individual-level facilitator was found: personal attributes that were described as helpful for women in transitioning to the role of the head athletic trainer. Participants discussed being leaders and persisting toward their career goals. Conclusions: Women working in Divisions II and III experience similar facilitators to assuming the role of head athletic trainer as those working in the Division I setting. Divisions II and III were viewed as more favorable for women seeking the role of head athletic trainer, but like those in the role in the Division I setting, women must have leadership skills.

scholarly journals National Collegiate Athletic Association Division and Primary Job Title of Athletic Trainers and Their Job Satisfaction or Intention to Leave Athletic Training

2011 ◽  
Vol 46 (3) ◽  
pp. 312-318 ◽  
Author(s):  
Aaron B. Terranova ◽  
Jolene M. Henning
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Intention To Leave ◽  
Operating Conditions ◽  
Athletic Trainer ◽  
Fringe Benefits ◽  
Job Title ◽  
National Athletic Trainers Association

Context: Membership in the National Athletic Trainers' Association (NATA) has declined in recent years, generating much debate about professional commitment. Objective: To compare the contributing factors of job satisfaction and intention to leave athletic training of certified athletic trainers (ATs) employed in National Collegiate Athletic Association (NCAA) institutions. Design: Cross-sectional study. Setting: A link to a Web-based questionnaire containing the Spector Job Satisfaction Survey (JSS) and an original Intention to Leave Survey (ITLS) was distributed by e-mail to 1003 certified members of the National Athletic Trainers' Association. Patients or Other Participants: A total of 191 certified members of the NATA employed in a college or university setting in a primarily clinical capacity; representing all NCAA divisions; and having the job title of head athletic trainer, associate/assistant athletic trainer, or graduate assistant/intern athletic trainer. Main Outcome Measure(s): We used separate 3 × 3 factorial analyses of variance to compare the mean scores of each JSS subscale and of the ITLS with NCAA division and job title. A stepwise multiple regression was used to determine the strength of the relationships between the JSS subscales and the ITLS. Results: We found differences for job title in the subscales of Fringe Benefits (F2,182 = 7.82, P = .001) and Operating Conditions (F2,182 = 12.01, P < .001). The JSS subscale Nature of Work was the greatest indicator of intention to leave (β = −0.45). Conclusions: We found a strong negative correlation between various facets of job satisfaction and intention to leave athletic training. The NCAA division seemed to have no effect on an individual's job satisfaction or intention to leave the profession. In addition, only Fringe Benefits and Operating Conditions seemed to be affected by job title. The ATs had similar levels of job satisfaction regardless of NCAA division, and their job titles were not a major factor in job satisfaction.

scholarly journals The Effect of the Model of Organizational Infrastructure on Collegiate Athletic Trainer Job Satisfaction: A Critically Appraised Topic

2020 ◽  
Vol 25 (4) ◽  
pp. 176-180
Author(s):  
Emily A. Hall ◽  
Dario Gonzalez ◽  
Rebecca M. Lopez
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Medical Model ◽  
Athletic Trainer ◽  
Clinical Question ◽  
Bottom Line ◽  
Organizational Infrastructure ◽  
Collegiate Athletic Trainers

Clinical Question: Does the medical model of organizational structure compared to either the academic or traditional models have a greater influence on job satisfaction and quality of life in collegiate athletic trainers? Clinical Bottom Line: Based on the quality of the person-oriented evidence available, the recommendation to adopt the medical model for athletic training staff would receive a Strength of Recommendation Taxonomy (SORT) grade of B.

The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting

2018 ◽  
Vol 27 (5) ◽  
pp. 460-468 ◽  
Author(s):  
Rachel E. Brinkman-Majewski ◽  
Windee M. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Athletic Training ◽  
Effect Size ◽  
Female Athletes ◽  
Athletic Trainers ◽  
Motivational Climate ◽  
Therapeutic Interventions ◽  
Athletic Trainer ◽  
Male Athletes

Context: The motivational climate created by the athletic trainer in rehabilitation may be critical in influencing athletes’ intrinsic motivation and other psychosocial outcomes in the rehabilitation and the recovery processes. Objective: To examine intercollege athletes’ perceptions of the motivational climate in the rehabilitation setting. Specifically, examining if perceptions of the motivational climate can predict athletes’ levels of intrinsic motivation with rehabilitation as well as the relationship between perceptions of the motivational climate and athlete demographics (gender, starter status, athletic trainer gender, etc). Design: Cross-sectional, descriptive research. Setting: College sport team and athletic training center. Participants: National Collegiate Athletic Association Division II intercollege athletes from one institution (n = 187; 125 males and 62 females). Main Outcome Measures: Paper-based survey measuring mastery and performance perceptions of the motivational climate in rehabilitation, athletes’ goal orientation in sport, and athletes’ levels of motivation in rehabilitation. Results: Perceptions of a performance climate were positively related to intrinsic motivation effort–improvement (effect size = 25.34%). Perceptions of a mastery climate were positively related to interest–enjoyment and perceived competence and negatively related to tension–pressure (effect size = 39.03%). In general, female athletes, as well as athletes with a female athletic trainer, had significantly higher perceptions of mastery motivational climate effort–improvement than male athletes and athletes with male athletic trainers. While male athletes and athletes with male athletic trainers had higher perceptions of intrateam member rivalry in rehabilitation. Conclusions: The athlete’s gender and goal orientation, as well as the gender of the athletic trainer creating the motivational climate, can influence whether the environment is perceived as more mastery or performance. The recovering athletes’ perceptions of the climate in rehabilitation can, in turn, affect their intrinsic motivation toward the therapeutic interventions.

Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

2014 ◽  
Vol 9 (2) ◽  
pp. 54-58 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Athletic Trainers ◽  
Athletic Trainer ◽  
Positive Interactions ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Initial Exposure ◽  
Observation Period ◽  
Early Socialization

Context Retention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive interactions with instructors, clinical integration, and mentorship. Objective Highlight the use of the observation period for preparatory athletic training students as a means to promote retention. Background Many ATPs require a period of observation as part of or as a precursor to application for admission. The experience gives students initial exposure to the profession while allowing the ATP to evaluate the student's potential for admission and success within the program and as a young professional. The roles of an athletic trainer are complex and challenging; therefore, ATPs need to ensure they are preparing their students for professional practice. Synthesis A review of the retention literature was conducted and specific applications suggested based upon the authors' professional experiences. Results Early socialization into the profession is helpful for understanding an athletic trainer's role. Diversity during the observation period can facilitate a student's understanding, plausibly improving persistence. Recommendations Athletic training programs are encouraged to provide the preparatory student with structured, required observations of athletic trainers. Specifically, students should be exposed to diverse clinical employment settings and the different domains of clinical practice for the athletic trainer. This exposure could plausibly facilitate retention. Conclusions It is important to identify strategies to help retain quality students in order to promote and advance the professional stature of athletic training. Focusing on clinical experiences, rather than quantity of hours, may benefit students who are evaluating their futures as athletic trainers.

Perceptions From Women Athletic Trainers Who Have Departed the Traditional Setting in Athletic Training

2017 ◽  
Vol 22 (4) ◽  
pp. 13-22
Author(s):  
Stephanie M. Mazerolle ◽  
Emily Sterling ◽  
Jim Mench
Keyword(s):  
Qualitative Study ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Family Values ◽  
Work Life ◽  
Sociocultural Factors ◽  
Inductive Approach ◽  
Traditional Setting ◽  
Descriptive Qualitative

Women athletic trainers leave the profession of athletic training after the age of 28. The reasons appear complex, but are not well defined in the literature, as many studies examine intent, not actual attrition. We used a descriptive qualitative study with a general inductive approach. Twelve females (4 single with no children, 5 married with children, and 3 married with no children) who left the profession of athletic training between the ages of 28 and 35 participated. Attrition from athletic training for our participants was triggered by organizational, individual, and sociocultural factors. These can be broken down to four main themes of family values, work-life imbalance, sexism, and financial concerns.

scholarly journals Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives

2011 ◽  
Vol 6 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Jim F. Schilling
Keyword(s):  
Job Satisfaction ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Structured Interview ◽  
Educational Preparation ◽  
Entry Level ◽  
Data Collection And Analysis ◽  
Occupational Setting ◽  
Textual Data

Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic Training Education Program (ATEP) curriculums, continuing education, and post-graduate fellowships. Objective: To gain understanding of the experiences encountered and education needed for successful preparation as an entry-level AT in the industrial-occupational setting. Design: Qualitative Setting: Industrial-Occupational Participants: Seven professional-level industrial ATs Data Collection and Analysis: Structured interview questions were used with an electronic platform. Participants were questioned relating to their experiences and perceptions pertaining to educational preparation for the industrial-occupational setting. An inductive content analysis was performed for textual data analysis. Results: The rationale for acquiring positions in the industrial-occupational setting upon graduation was due to fewer hours and higher salaries, but once hired the most positive experience and greatest job satisfaction came from helping people. The area the participants felt ill-prepared was ergonomics, but respondents felt well-prepared in injury evaluation and treatment. They also commented that gaining respect from the company was the most challenging aspect when entering the industrial-occupational setting as an entry-level AT. Conclusion: Graduates are attracted to the salary and hours associated with the industrial-occupational setting, but helping people provided the greatest job satisfaction. Although most entry-level ATs perceived themselves as well prepared for the industrial-occupational setting, weakness in the area of ergonomics was identified.

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