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|a LC5146.W55 2011_WilliamsJesslin |2 BU-Local |
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|a Williams, Jesslin Joy. |
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|a Exploring three predictors of burnout for rural public school student services personnel |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2011. |
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|a xi, 99 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2011. |
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|a Includes bibliographical references (leaves 80-92). |
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|a Copyright Jesslin Joy Williams. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The purpose of this study was to investigate three predictors of burnout for rural public-school student services personnel. The three predictors included school climate, motivation, and organizational commitment. Student services personnel were not limited to, but included, guidance counselors, school psychologists, social workers, behavior specialists, hospital/homebound coordinators, speech/language pathologists, specialists for hearing impaired students, specialists for visually impaired students, occupational therapists, physical therapists, home-to-school liaisons, and program staffing specialists for the population of this study. This group of participants was homogeneous in that they are all required to work directly with students outside of the instructional classroom setting. The theoretical framework for this study was the Person-Environment Fit Theory, which is derived from the roots of Person-Environment (P-E) Interaction Theory. This theory is influenced by Lewin’s proposal that behavior is a utility of the person and the environment (1938). The assumption of this theory is that results are a function of the interaction between individuals and their environment(s). Self-report questionnaire data were gathered to determine the degree to which a relationship exists between school climate, motivation, organizational commitment, and burnout. The data analyzed for the predictive values of these constructs were measured by scores on the American School Climate Survey (2006), the Motivation Questionnaire (2004), the Organizational Commitment Questionnaire (1993), and the Maslach Burnout Inventory (1981). Multiple regression analysis was used to measure the strength of the relationship between the three independent variables (school climate, motivation, and organizational commitment) and the dependent variable of burnout. Correlational and multiple regression analyses suggested that only one predictor, motivation, was significant. This was unanticipated. The analyses indicated that each independent variable (school climate, motivation, and organizational commitment) was negatively correlated to the dependent variable of burnout. An increase in the scores on the American School Climate Survey (2006), Motivation Questionnaire (2004), and Organizational Commitment Questionnaire (1993), resulted in lower burnout scores on the Maslach Burnout Inventory (1981). It may be learned from the significance of motivation that employees’ perspectives and enthusiasm, or a lack thereof, may determine whether or not burnout is experienced (p < .05). The implications of this study included the recognition that employees’ attitudes and morale, and working conditions are areas of concern that need to be addressed by employers. Concerns such as employees’ attitudes toward the school(s) in which they work and serve, conditions that tend to strengthen or diminish enthusiasm and motivation within the workplace, employees’ psychological attachment to the workplace, and feelings of emotional exhaustion and personal accomplishment need to be considered, evaluated, and monitored at all levels of the public school system to include the elementary, middle, and secondary school levels. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Education, Rural |x United States. |
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|a Educational counseling. |
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|a Burn out (Psychology). |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001408/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/14/08/00001/LC5146_W55 2011_WilliamsJesslinthm.jpg |
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|a Theses and Dissertations |
