https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

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Applied Missing Data Analysis

Evaluating Model Fit

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions

Maslach Burnout Inventory Manual

School principals world-wide report high levels of strain and attrition resulting in a shortage of qualified principals. It is thus crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), a widely used self-report measure covering multiple psychosocial factors identified by leading occupational stress theories. We evaluated the COPSOQ-II regarding factor structure and longitudinal, discriminant, and convergent validity using latent structural equation modeling in a large sample of Australian school principals (N = 2,049). Results reveal that confirmatory factor analysis produced marginally acceptable model fit. A novel approach we call set exploratory structural equation modeling (set-ESEM), where cross-loadings were only allowed within a priori defined sets of factors, fit well, and was more parsimonious than a full ESEM. Further multitrait-multimethod models based on the set-ESEM confirm the importance of a principal's psychosocial risk factors; Stressors and depression were related to demands and ill-being, while confidence and autonomy were related to wellbeing. We also show that working in the private sector was beneficial for showing a low psychosocial risk, while other demographics have little effects. Finally, we identify five latent risk profiles (high risk to no risk) of school principals based on all psychosocial factors. Overall the research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors.

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals.

Early career exit from teaching has reached epidemic proportions and appears intractable. Previous attempts to find solutions are yet to make much of an inroad. The aim of the research was to discover what nine beginning teachers required to remain in the classroom, by adopting a phenomenological approach. The authors identified participants’ common experiences through semi-structured interviews and unprompted written narratives. Data were examined for trustworthiness by reference to the literature. Key words from the narratives were synonyms, or broadly synonymous with, optimism, arrested development or disillusionment. The process of leaving involved entry, characterised by optimism; early experiences, characterised by arrested development; pre-exit, characterised by disillusionment; and exit.

Early Career Teacher Attrition: New Thoughts on an Intractable Problem.

An adult attachment perspective on the student-teacher relationship & classroom management difficulties

Most research into emotional labour is focussed on front-line service staff and health professionals, in short-term interactions. Little exists exploring the emotional labour involved in repeated o...

Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships

Background: More than ever before, school principals are dealing with stress and burnout, resulting from increasing role demands and decreasing decision latitude and autonomy. Following the Demand–Support–Constraints model, reasons for stress and burnout can be found in the lack of social support in the environment.Purpose: This longitudinal study investigates whether changes in social support from colleagues, supervisors and/or the broader community affect levels of principal stress and burnout.Sample: Approximately 26% of Australia’s school principals took part (N = 3572): primary (n = 2660) and secondary (n = 912) spread across all Australian states and territories. Age ranged between 46 and 55 years, and mean leadership experience was 12 years.Design and methods: Since stress and burnout are psychological phenomena that develop over time, a longitudinal approach was adopted. Data were collected across four waves, spread over four years, from 2011 to 2014.Results: It was found that social suppo...

/pdf/effects-of-support-on-stress-and-burnout-in-school-2x4gkq3jhl.pdf

Philip Riley

Papers

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals.

Early Career Teacher Attrition: New Thoughts on an Intractable Problem.

An adult attachment perspective on the student-teacher relationship & classroom management difficulties

Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships

Effects of support on stress and burnout in school principals