IMPROVING BURNOUT AND ATTRITION IN TEACHERS: A MOTIVATIONAL PERSPECTIVE. Achievement Motivation and Emotions (AME) Research Group
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1 IMPROVING BURNOUT AND ATTRITION IN TEACHERS: A MOTIVATIONAL PERSPECTIVE Achievement Motivation and Emotions (AME) Research Group
2 AME Research Group Background Theories: Attribution Theory (Weiner) Social Learning Theory (Bandura, Woolfolk-Hoy) Achievement Goal Theory (Elliot, Butler) Social Comparisons (Heckhausen, Festinger) Control-Value Theory of Emotions (Pekrun)
3 AME Research Group Background Teachers: Burnout and attrition Focus on self-efficacy, values, goals Motivation and Instruction (EDPE 636) Hall & Goetz (2013) MA Theses (H. Wang, S. Rahimi)
4 AME Research Group Study Overview Papers: Attributions and Self-Efficacy (3) Teaching Goals and Emotions (3) Social Comparisons (2) Online Motivational Program (1)
5 AME Research Group Study Overview 536 practicing Ontario/Quebec teachers Unions (e.g., OSSTF, ETFO), schools (e.g., PSB, RSB, SWL) Primary (51%), secondary (43%), CEGEP (6%) M age = 42 years, M exp = 13 years Time 1: Feb. 2013, Time 2: Oct for project reports
6 AME Research Group Study Overview Self-efficacy (TSES, IS/CM/SE; αs:.88/.88/.76) Attributions - Stress (CDS, I/S/OC/PC; αs:.88/.60/.87/.90) Attributions - Students (CDS, I/S/OC/PC; αs:.88/.65/.77/.88) Goals (Butler; MAP/AAP-AAV/WAV/SO; rs:.56/.52-4/.49; α:.82) Social Comparisons (OPS; down/horiz/up; αs:.68/.50/.77) Emotions (Frenzel; anxiety/enjoyment/anger; αs:.76/.76/.77)
7 AME Research Group Study Overview Engagement - Behaviour (Skinner; Engage/Disaffect; αs:.78/.80) Engagement - Emotions (Skinner; ANX/ENJ/ANG; rs:.72/.66/.58) Teaching Effectiveness (Midgley: MAP/PAP; αs:.64/.71) Burnout (Maslach, EE/DP/PA; αs:.92/.68/74) Health (global; 1-5, M = 3.79; Cohen, symptoms; α =.82) Job Satisfaction (Moe; α:.89) Intentions to Quit (Hacket, α:.86)
8 AME Research Group Analyses Hierarchical Regression Structural Equation Modelling ANCOVA Covariates: Gender, highest level of education, year of practice, and teaching grade level; age, baseline levels
9 AME Research Group Attributions and Self-Efficacy Papers: Wang, H., Rahimi, S., Hall, N. C., & Keller, M. M. (2014, April). Effects of self-efficacy and attributions on teachers' well-being: A mediational analysis. American Educational Research Association, Philadelphia, PA. Wang, H., Rahimi, S., D Intino, J., & Hall, N. C. (2013, September). Effects of teachers self-efficacy on job satisfaction, physical health, and their intentions to quit. SELF research conference, Singapore. Rahimi, S., Wang, H., Hall, N. C., & Frenzel, A. (2014, April). Attributions, affect and adjustment in teachers: A process model. American Educational Research Association, Philadelphia, PA.
10 Predictor Emotional Exhaustion Personal Accomplishment Depersonalization Job satisfaction Intentions to quit Step 1 SE: Student Engagement SE: Instructional Strategies SE: Classroom Management -.25**.30** -.32**.27** -.37**.06.18** ** -.22**.12* ** -.06 R 2.13**.25**.16**.13**.11** Internality.23** * * Step 2 External Control Stability *.10 Personal Control -.25* *.23** -.22** R 2.17**.26**.18**.20**.15**
11 Predictor Emotional Exhaustion Personal Accomplishment Depersonalization Job satisfaction Intentions to quit Step 1 SE: Student Engagement SE: Instructional Strategies SE: Classroom Management -.25**.30** -.32**.27** -.37**.06.18** ** -.22**.12* ** -.06 R 2.13**.25**.16**.13**.11** Internality.23** * * Step 2 External Control Stability *.10 Personal Control -.25* *.23** -.22** R 2.17**.26**.18**.20**.15**
12 SE: Student engagement -.18*.30*.01 Quitting intentions SE: Instruct. strategies Job satisfaction -.38*.19**.33*.05 Physical health SE: Class. management.07 *p <.01 **p <.001
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14 AME Research Group Teaching Goals and Emotions Papers: Wang, H., Hall, N. C., Rahimi, S., Sverdlik, A., & Frenzel, A. C. (2014, June). Teachers' achievement goals, emotions, and perceived students' emotions: A mediational analysis. Biennial International Conference on Motivation, Helsinki, Finland. Wang, H., Rahimi, S., Maymon, R.., & Hall, N. C. (2013, September). Effects of teachers achievement goals on their teaching approaches and their students classroom behaviors. SELF research conference, Singapore. Wang, H., Hall, N. C., & Rahimi S. (in preparation). Achievement goals, attributions, and emotions in teachers: A longitudinal analysis. AERA 2015.
15 Mastery goals Enjoyment.58** Students enjoyment -.13* Ability goals.07* Anxiety.29** Students anxiety -.25**.18** Workavoidance goals.26** -.16*.28*.22** -.15** Social goals -.19** Anger.27** Students anger *p <.05 **p <.01
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17 Mastery.106 Mastery Ability.144 Ability Work Avoid..200 Work Avoid. Social Social Internality External Control.241 Internality External Control Stability Stability Personal Control Personal Control T1 T2
18 Mastery Mastery Ability.142 Ability Work Avoid. Work Avoid. Social Social Enjoyment Enjoyment Anxiety Anxiety Anger Anger T1 T2
19 Internality Internality External Control External Control Stability Stability Personal Control Personal Control Enjoyment Enjoyment Anxiety.281 Anxiety Anger Anger T1 T2
20 Mastery.141 Internality.695 Enjoyment Ability External Control Anxiety Work Avoid Stability Anger Social Personal Control T1 T2 T2
21 AME Research Group Social Comparisons Papers: Rahimi, S., Hall, N. C., Wang, H., Maymon, R., & Keller, M. (2014, April). Upward, downward and horizontal comparisons in teachers: Effects on adjustment and student engagement. American Educational Research Association, Philadelphia, PA. Rahimi, S., Hall, N. C., Wang, H., & Maymon, R. (2014, June). The effects of social comparison on emotions and illness symptoms in teachers. Biennial International Conference on Motivation, Helsinki, Finland.
22 Job Satisfaction Intention to Quit Emotional Exhaustion Personal Accomplishment Depersonalization Behavioral Engagement Emotional Engagement Behavioral Disaffection Emotional Disaffection Downward.135* * Horizontal * -.284**.131*.243** -.161*.175* -.190* -.140*.194*.149* Upward.238** -.204** -.200**.213** -.161*.171*.167*
23 Job Satisfaction Intention to Quit Emotional Exhaustion Personal Accomplishment Depersonalization Behavioral Engagement Emotional Engagement Behavioral Disaffection Emotional Disaffection Downward.135* * Horizontal * -.284**.131*.243** -.161*.175* -.190* -.140*.194*.149* Upward.238** -.204** -.200**.213** -.161*.171*.167*
24 Job Satisfaction Intention to Quit Emotional Exhaustion Personal Accomplishment Depersonalization Behavioral Engagement Emotional Engagement Behavioral Disaffection Emotional Disaffection Downward.135* * Horizontal * -.284**.131*.243** -.161*.175* -.190* -.140*.194*.149* Upward.238** -.204** -.200**.213** -.161*.171*.167*
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26 AME Research Group Online Motivational Program Paper: Hall, N. C., Frenzel, A. C., Goetz, T., Wang, H., & Rahimi, S. (2014, June). Online motivational interventions: Promoting psychological and physical health in teachers. Biennial International Conference on Motivation, Helsinki, Finland.
27 AME Research Group Online Motivational Program Attributional Retraining Controllability; modest/consistent with students Online AR works (grades, US/CAD, abstract/applied) Few motivational programs for teachers Self-efficacy for engagement + attributions
28 AME Research Group Online Motivational Program Attributional Retraining Indirect approach (consultants) Integrates emotions Adapting published content Knowledge mobilization = intervention
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34 AME Research Group Online Motivational Program Treatment Effects ANCOVAs (covariates: age, gender, experience, grade, baselines) Significant AR effects observed on controllable attributions (F(1,312) = 3.92, p =.049), emotional exhaustion (F(1,293) = 4.16, p =.042), and overall physical health (F(1,305) = 4.01, p =.044)
35 AME Research Group Online Motivational Program No AR AR 11.0 Attributions 20.5 Burnout 3.3 Health
36 AME Research Group Projects Populations QC/BC (e.g., Dr. S. Shaw, 30 school boards, student data) AB/ND (Dr. J. Leighton, Rocky View; principals) Possible Interventions AR replication (cf., ICM, 2014) Anxiety (STEM, gender, stereotype threat; cf., Psych. Sci., 2013) Boredom (causes, coping; cf., JEP, 2014) Role models (cf., AERA, 2014)
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