Gender Implications of Perceptions of Trustworthiness of School Administration and Teacher Burnout/Job Stress
Timms, Carolyn, Graham, Deborah, and Caltabiano, Marie (2006) Gender Implications of Perceptions of Trustworthiness of School Administration and Teacher Burnout/Job Stress. Australian Journal of Social Issues, 41 (3). pp. 343-358.
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Background: The current study is part of a broader study which explored relationships between teacher perceptions of School Administration Trustworthiness and teacher burnout and trust. Gender issues were of apparent importance due to increasing feminisation of the teaching workforce in Australia.
Aim: This study sought to explore possible differences in teachers regarding perceptions of school administration trustworthiness, which may well pertain to gender.
Sample: Participants were 90 currently serving teachers in Queensland Independent Schools.
Method: Survey instruments included measures for perceptions of administration trustworthiness (ability, benevolence and integrity), morale, participative decision making, trust, burnout and job stress.
Results: There were significant effects for gender and school, with female primary teachers experiencing more burnout job stress than male primary teachers, and secondary teachers (male and female). Female primary and secondary teachers reported less confidence in school administration trustworthiness when compared to male primary and secondary teachers, although this differentiation was more pronounced in the primary school.
Conclusion: It is proposed that further study using empirical measures of work overload, a more useful measure of burnout and a qualitative survey instrument be undertaken to further differentiate dissatisfactions of female primary teachers. Current practices which contribute to emotional exhaustion and inefficacy among female teachers require scrutiny. Possible inequity in primary schools is worthy of more sustained investigation.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||educational leadership; management trustworthiness; teachers’ workplace; teacher burnout; organisational theory|
|FoR Codes:||16 STUDIES IN HUMAN SOCIETY > 1605 Policy and Administration > 160599 Policy and Administration not elsewhere classified @ 100%|
|SEO Codes:||97 EXPANDING KNOWLEDGE > 970117 Expanding Knowledge in Psychology and Cognitive Sciences @ 100%|
|Deposited On:||03 Aug 2010 11:06|
|Last Modified:||25 May 2013 00:34|
Last 12 Months: 0
|Citation Counts with External Providers:||Web of Science: 2|
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