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Gender Implication of Perceptions of Trustworthiness of School Administration and Teacher Burnout/Job Stress
Author(s) -
Timms Carolyn,
Graham Deborah,
Caltabiano Marie
Publication year - 2006
Publication title -
australian journal of social issues
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.417
H-Index - 30
eISSN - 1839-4655
pISSN - 0157-6321
DOI - 10.1002/j.1839-4655.2006.tb00020.x
Subject(s) - burnout , scrutiny , psychology , perception , trustworthiness , school teachers , workforce , administration (probate law) , medical education , social psychology , medicine , clinical psychology , pedagogy , political science , law , neuroscience
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.