The purpose of the study was to determine the extent of occupational stress and burn-out extant among teachers and administrators in elementary schools of Leon County, Florida, to examine perceptions of role conflict (RC) and role ambiguity (RA), and to determine the degree of relationship between these (RC & RA) and reported stress. / The sample for the study was composed of school-based elementary school administrators (N = 33) from the 16 schools participating in the study and a stratified by school) random sample (N = 160) of the teaching staff (N = 644) of these elementary schools. Response rate for administrators was 84.5% and 66.2% for teachers. / An instrument, the Fogelson Educators Survey (FES) was constructed for the purposes of the study. It contained three sections: the Maslach Burnout Inventory (MBI), (1981), deriving scores in three dimensions: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA); a Role Questionnaire by House, Rizzo, and Lirtzman (1970); and a 13 question demographic questionnaire designed to uncover specific demographic variables relative to the respondents of the study. After analysis of the quantitative data, two schools were chosen for more intensive research. Teachers and administrators were interviewed to verify and clarify the quantitative results. / Results indicated that emotional exhaustion is present in moderate levels but that depersonalization and feelings of lack of personal accomplishment were low among teachers and administrators. Levels of role conflict and role ambiguity were also low when compared to established norms. Other factors influencing educator perception of stress were age, grade level taught, communication styles, and school governance models. / Recommendations included on-going stress management workshops coupled with teacher and administrator support groups, training in procedures necessary for successful implementation of site-based, shared decision-making models of school governance, increased use of face-to-face, interactive modes of communication, and a course component in non-instructional duties of teachers as part of either teacher education programs or district Professional Orientation Programs (POP). / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3417. / Major Professor: John H. Hansen. / Thesis (Ed.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76758 |
| Contributors | Fogelson, Brian David., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 177 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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