The relationships among personal accomplishment, resilience and teachers’ experience of teaching multiple school subjects role conflict

Iannucci, Cassandra, Richards, K Andrew R. and MacPhail, Ann 2020, The relationships among personal accomplishment, resilience and teachers’ experience of teaching multiple school subjects role conflict, European Physical Education Review, pp. 1-23, doi: 10.1177/1356336x20980777.

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Title The relationships among personal accomplishment, resilience and teachers’ experience of teaching multiple school subjects role conflict
Author(s) Iannucci, CassandraORCID iD for Iannucci, Cassandra orcid.org/0000-0003-0655-7128
Richards, K Andrew R.
MacPhail, Ann
Journal name European Physical Education Review
Start page 1
End page 23
Total pages 23
Publisher Sage
Place of publication London, Eng.
Publication date 2020
ISSN 1356-336X
1741-2749
Keyword(s) Teaching multiple school subjects role conflict
personal accomplishment
resilience
physical education
structural equation modelling
Summary This study develops an understanding of the relationships among personal accomplishment, resilience, and teaching multiple school subjects role conflict (TMSS-RC) among Irish post-primary, multi-subject teachers. A theoretically informed conceptual framework was developed to explain the relationships among personal accomplishment, resilience, and the sub-domains of TMSS-RC: status conflict, schedule conflict, and energy expenditure. Participants included 259 post-primary teachers across Ireland who were responsible for teaching physical education and at least one other school subject concurrently. Participants completed a 46-item, cross-sectional survey consisting of a demographics questionnaire, the TMSS-RC scale, the personal accomplishment subscale from the Maslach Burnout Inventory–Educators Survey, and the 10-item version of the Connor–Davidson Resilience Scale. Concurrent confirmatory factor analysis was first used to confirm the psychometric quality of the hypothesised factor structure. Results indicated that the hypothesised model was a good fit for the data. Structural equation modelling was then used to examine and verify the hypothesised relationships of the conceptual model. Results supported the model with mediation, which showed good model fit: C3(129) = 174.97, p = 0.004, χ 2/df = 1.36; root mean square error of approximation = 0.044 (90% confidence interval = 0.031, 0.057; p = 0.770), standardised root mean square residual = 0.058; non-normed fit index = 0.974; comparitive-fit index (CFI) = 0.978. Collectively, results indicate that as teachers’ levels of personal accomplishment and resilience increase, their experiences of TMSS-RC decrease. This suggests that stress as a result of teaching multiple school subjects concurrently can be reduced with an increase in teachers’ perceived levels of personal accomplishment and resiliency.
Notes OnlineFirst Article
Language eng
DOI 10.1177/1356336x20980777
Indigenous content off
Field of Research 1106 Human Movement and Sports Sciences
1302 Curriculum and Pedagogy
1303 Specialist Studies in Education
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30146367

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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