Teachers' Perceived Disruption at School and Related Variables from Teachers and School Functioning
| Autor: | María José Díaz-Aguado Jalón, José Cepeda Gómez, Rosario Martínez Arias, Javier Martín Babarro, María Belén Martínez Fernández |
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| Rok vydání: | 2017 |
| Předmět: |
Adult
Male Linguistics and Language Adolescent media_common.quotation_subject 050109 social psychology Context (language use) Language and Linguistics Developmental psychology Perception Depersonalization medicine Humans 0501 psychology and cognitive sciences Disengagement theory Emotional exhaustion Burnout Professional General Psychology media_common Schools 05 social sciences Multilevel model 050301 education Middle Aged Explained variation Negative relationship Female medicine.symptom School Teachers Psychology 0503 education |
| Zdroj: | The Spanish journal of psychology. 20 |
| ISSN: | 1988-2904 |
| Popis: | This study explores variables related to teachers’ perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers’ perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption. |
| Databáze: | OpenAIRE |
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