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ROLE AMBIGUITY, ROLE CONFLICT, TENSION, AND JOB SATISFACTION AMONG ARIZONA SECONDARY SCHOOL COUNSELORS.THOMPSON, DOUGLAS LEONARD. January 1982 (has links)
This study was designed to determine whether role conflict and role ambiguity are problems among Arizona secondary school counselors. Role conflict and role ambiguity were treated as mediating variables. The relationship of these to a number of personal background and organizational variables were studied, as well as their relationship to the consequent variables of propensity to leave, job satisfaction, and job related tension. The data were gathered by means of a 47 item questionnaire which was sent to all of the 487 secondary school counselors in the state of Arizona. Of the questionnaires, 82 percent were returned in usable form. The data were analyzed in four phases. First, descriptive statistics were developed. In a second stage of analysis, the relationships between all of the variables were explored by means of an intercorrelation matrix. A third stage of analysis employed a multiple regression procedure to determine whether a significant amount of the variance in the consequent variables could be explained by role conflict and role ambiguity. In a final stage of analysis, t-tests were used to determine whether a number of groups that theory would predict should differ in role conflict levels actually had mean scores on the role conflict scales that were significantly different. The eight hypotheses tested resulted in the following findings: The personal background and organizational antecedents having the strongest relationships with role conflict and ambiguity were incongruence between a counselors work ideal and actual job duties, and between a counselors training and the skill demands of the job. Role conflict also seemed to be higher among counselors with excessively large case loads. Both role conflict and role ambiguity had negative relationships with job satisfaction and positive relationships with propensity to leave and job related tension. All of these relationships were significant. In addition, role conflict and ambiguity were shown to account for a significant amount of the variance in these variables. The overall conclusion of the study was that a number of personal background and organizational factors predispose secondary school counselors in Arizona to role stress on the job. This stress in turn predisposes them to a number of undesirable personal outcomes in relation to their work.
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REDUCING MASTER OF SOCIAL WORK GRADUATE STUDENT BURNOUT BY PRACTICING SELF CARESellers, Tina J 01 June 2016 (has links)
The purpose of this study was to examine trends in MSW graduate student's self-reported levels of healthy habits, family support and relationships during education, self-care, personal standards, as well as time management, and what the implications of those things are related to student burnout. The hypothesis was that students are burned out before they enter the social work field professionally. This poses a problem because the social work field has an already high level of burnout, turnover, and compassion fatigue. This study examines the trends in both the online pathways program and the on-the- ground ground program.
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Factors associated with burnout among extension agents in the Ohio Cooperative Extension Service /Igodan, Orobosa Chris, January 1984 (has links)
Thesis (Ph. D.)--Ohio State University, 1984. / Includes vita. Includes bibliographical references (leaves 174-180). Available online via OhioLINK's ETD Center.
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Perceived stress and self-concept as related to burnout in school counselors /Nusbaum, Linda, January 1982 (has links)
Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 117-125). Available online via OhioLINK's ETD Center.
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The relationship of teacher efficacy, burnout, experience and the referral of disruptive studentsEgyed, Carla J. January 2000 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 69-74). Also available on the Internet.
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Clinical psychologists and multi-disciplinary teams : an investigation into team/professional identification, job satisfaction and burnout in clinical psychologists.Boakes, Jon C. January 1998 (has links)
Thesis (DClinPsychol)--Salomons Centre. BLDSC no. DX208132. / Consultation copy in 2 volumes.
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The burnout syndrome among Hong Kong secondary school principals /Wong, Pui-mun. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1983.
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A study of job burnout among social workers in NGO family services in Hong Kong: implications for managementLeung, Chi-kwong., 梁志光. January 2009 (has links)
published_or_final_version / Social Service Management / Master / Master of Social Sciences
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A survey of job burnout among the teachers of teaching Chinese as a second language in Hong Kong international schoolsWang, Yusu., 王禹苏. January 2011 (has links)
在香港國際學校,相較于本地學校,更加激烈的崗位競爭、英語為工作語言的整體環境以及背景多樣化的學生等因素是否會導致教師們對職業的認同感和成就感有所不同呢?瞭解國際學校中文教師職業倦怠的情況對教師的個人職業發展、教學工作的有效開展和學校的教師管理都具有重要意義。
本研究旨在對香港國際學校中文教師職業倦怠的情況進行調查,通過Maslash(MBI-ES)問卷,分三個維度(情緒衰竭、非個性化、低成就感)對中文教師職業倦怠的程度進行描述;其次,利用訪談對倦怠的原因和影響因素進行探討和分析。
本次調查採取方便取樣的原則,隨機抽取國際學校中文教師30 人進行調查,利用SPSS17.0 對數據進行整理和分析,組間的差異性采用方差分析(單因素ANOVA)和t 檢驗,人口學特征和職業倦怠各維度的關系采用線性回歸進行分析。
研究發現,香港國際學校的中文教師在情緒衰竭和去個性化兩個維度上表現出中度倦怠,而在低成就感上得分較高,即有較高的成就感體驗。不同性別的教師在倦怠程度上無差異; 不同年齡的教師在低成就感維度上差異顯著( P=0.000),本次調查中,20-30 歲的教師成就感最低,50 歲或以上的教師最有成就感;從入職時間上看,有1-2 年工作經驗的教師有相對高的情感衰竭情況(22.00±6.06);不同入職時間的教師在成就感上差異顯著(P= 0.018),從事對外漢語教學工作3 年或以下的教師成就感低於有3 年以上工作經驗的教師。此外,學歷與成就感表現出顯著相關(B=3.195,P=0.034),學歷越高在教學上的成就感體驗也就越高;同時,香港以外的教學經驗與成就感呈現顯著相關( B=2.253,P=0.05),即教學經驗豐富的教師擁有相對高的成就感。
This study assessed teachers' burnout from different genders, ages, working years, educational levels, working hours and working experience in a sample of 30 Chinese in-service teachers in Hong Kong International Schools by MBI-ES questionnaire and interviews and draw conclusions as follows:
The general findings suggested that on the burnout components, indicating moderate levels of emotional exhaustion and depersonalisation, but high or nearly high levels of reduced personal accomplishment. Teachers' reduced personal accomplishment is significant in age( P= 0.000 ) and working years( P= 0.018): teachers of 20-30 years old have the highest scores in reduced personal accomplishment and teachers of 50 years old or above have the lowest scores; teachers with less 3 years working experience have the highest scores in reduced personal accomplishment. What's more, overseas teaching experience and educational levels are highly relevant with reduced personal accomplishment. / published_or_final_version / Education / Master / Master of Education
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Job burnout in nurses and patient satisfaction with nursing careKendrick, Selma Jo January 1988 (has links)
No description available.
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