The Experts below are selected from a list of 303 Experts worldwide ranked by ideXlab platform
Sherry A. Woosley - One of the best experts on this subject based on the ideXlab platform.
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Teacher Role stress, higher order needs and work
2000Co-Authors: Sherry A. WoosleyAbstract:Educational researchers have long been concerned with Role stress among Teachers. In education, research on the consequences of such Role stress for Teachers has largely concerned outcomes valued by individuals such as job satisfaction and reduced stress. Less research has focused on examining the effects of Role stress on outcomes valued by the organization, such as employee commitment and employee retention. In examining the Role stress-outcome relationship, research suggests the importance of taking into consideration the work orientations of individuals as possible moderators of the Role stress-outcome relationship. Using a sample of elementary and secondary Teachers, this study empirically examined, first whether three Role stresses - Role ambiguity, Role conflict, and Role overload - are related to two individually and two organizationally valued states and second, whether Teachers' higher-order need strength moderates these Role stress-outcome relationships. The study found that Role stresses relate to individually- and organizationally-valued outcomes among both elementary and secondary Teachers.
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Teacher Role stress, higher order needs and work outcomes
Journal of Educational Administration, 2000Co-Authors: Sharon Conley, Sherry A. WoosleyAbstract:Educational researchers have long been concerned with Role stress among Teachers. In education, research on the consequences of such Role stress for Teachers has largely concerned outcomes valued by individuals such as job satisfaction and reduced stress. Less research has focused on examining the effects of Role stress on outcomes valued by the organization, such as employee commitment and employee retention. In examining the Role stress‐outcome relationship, research suggests the importance of taking into consideration the work orientations of individuals as possible moderators of the Role stress‐outcome relationship. Using a sample of elementary and secondary Teachers, this study empirically examined, first whether three Role stresses – Role ambiguity, Role conflict, and Role overload – are related to two individually and two organizationally valued states and second, whether Teachers’ higher‐order need strength moderates these Role stress‐outcome relationships. The study found that Role stresses relate to individually‐ and organizationally‐valued outcomes among both elementary and secondary Teachers.
Michael E. Mccullough - One of the best experts on this subject based on the ideXlab platform.
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Effects of Supervisor and Supervisee Theoretical Orientation and Supervisor-Supervisee Matching on Interns' Perceptions of Supervision
Journal of Counseling Psychology, 1992Co-Authors: Martha W. Putney, Everett L. Worthington, Michael E. McculloughAbstract:Effects of supervisor and supervisee theoretical orientation on supervisees' perceptions of supervisors' models, Roles, and foci were studied, as were variables influencing quality of supervision and supervisee autonomy. Interns (N = 84) from 32 nationwide training sites were surveyed. Cognitive-behavioral supervisors were perceived to be in a consultant Role and to focus on skills and strategies more than were humanistic, psychodynamic, and existential supervisors, who were perceived more as using the relationship model, playing the therapist Role, and focusing on conceptualization. Supervisors were not perceived to differ in their use of growth and skill development models, Teacher Role, and focus on the supervisee. Women were perceived as more effective supervisors than were men. Perceived effectiveness was predicted by theoretical match and similarity. Supervisee autonomy was predicted by theoretical similarity, low supervisor adherence to theory, and unmatched gender. Of the many published studies of supervision, few have investigated theoretical orientation. Those that have have dealt exclusively with supervisors' orientations (Goodyear, Abadie, & Efros, 1984; Goodyear & Robyak, 1982), especially the theoretical orientation of expert supervisors. The theoretical orientations of supervisees has been rarely studied because most studies of supervision either investigate beginning level trainees, who have not yet developed a theory of therapy, or they compare beginning and advanced practicum trainees (Worthington, 1987). In fact, only a few studies have dealt exclusively with an advanced supervisee population. In one example, Zucker and Worthington (1986) compared predoctoral interns and postdoctoral applicants for licensure. In another example, Rabinowitz, Heppner, and Roehlke (1986) compared interns to predoctoral trainees with less experience. Interns are likely to differ from lower level supervisees in several ways. Interns have usually completed all doctoral level coursework, have seen more clients, and have received more supervision than practicum students who have not yet begun internship. Also, developmental theorists and researchers (see Worthington, 1987, for review) suggest that interns have acquired skills that are different from those of lower level trainees. Interns are more likely to have articulated and implemented their own counseling theories than are lower level trainees (Hill, Charles, & Reed, 1981). Therefore, it is important to investigate the relationship between interns' and supervisors' theoretical orientations, and how such a theoretical interface influences supervision.
Martha W. Putney - One of the best experts on this subject based on the ideXlab platform.
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Effects of Supervisor and Supervisee Theoretical Orientation and Supervisor-Supervisee Matching on Interns' Perceptions of Supervision
Journal of Counseling Psychology, 1992Co-Authors: Martha W. Putney, Everett L. Worthington, Michael E. McculloughAbstract:Effects of supervisor and supervisee theoretical orientation on supervisees' perceptions of supervisors' models, Roles, and foci were studied, as were variables influencing quality of supervision and supervisee autonomy. Interns (N = 84) from 32 nationwide training sites were surveyed. Cognitive-behavioral supervisors were perceived to be in a consultant Role and to focus on skills and strategies more than were humanistic, psychodynamic, and existential supervisors, who were perceived more as using the relationship model, playing the therapist Role, and focusing on conceptualization. Supervisors were not perceived to differ in their use of growth and skill development models, Teacher Role, and focus on the supervisee. Women were perceived as more effective supervisors than were men. Perceived effectiveness was predicted by theoretical match and similarity. Supervisee autonomy was predicted by theoretical similarity, low supervisor adherence to theory, and unmatched gender. Of the many published studies of supervision, few have investigated theoretical orientation. Those that have have dealt exclusively with supervisors' orientations (Goodyear, Abadie, & Efros, 1984; Goodyear & Robyak, 1982), especially the theoretical orientation of expert supervisors. The theoretical orientations of supervisees has been rarely studied because most studies of supervision either investigate beginning level trainees, who have not yet developed a theory of therapy, or they compare beginning and advanced practicum trainees (Worthington, 1987). In fact, only a few studies have dealt exclusively with an advanced supervisee population. In one example, Zucker and Worthington (1986) compared predoctoral interns and postdoctoral applicants for licensure. In another example, Rabinowitz, Heppner, and Roehlke (1986) compared interns to predoctoral trainees with less experience. Interns are likely to differ from lower level supervisees in several ways. Interns have usually completed all doctoral level coursework, have seen more clients, and have received more supervision than practicum students who have not yet begun internship. Also, developmental theorists and researchers (see Worthington, 1987, for review) suggest that interns have acquired skills that are different from those of lower level trainees. Interns are more likely to have articulated and implemented their own counseling theories than are lower level trainees (Hill, Charles, & Reed, 1981). Therefore, it is important to investigate the relationship between interns' and supervisors' theoretical orientations, and how such a theoretical interface influences supervision.
Sharon Conley - One of the best experts on this subject based on the ideXlab platform.
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Teacher Role stress, higher order needs and work outcomes
Journal of Educational Administration, 2000Co-Authors: Sharon Conley, Sherry A. WoosleyAbstract:Educational researchers have long been concerned with Role stress among Teachers. In education, research on the consequences of such Role stress for Teachers has largely concerned outcomes valued by individuals such as job satisfaction and reduced stress. Less research has focused on examining the effects of Role stress on outcomes valued by the organization, such as employee commitment and employee retention. In examining the Role stress‐outcome relationship, research suggests the importance of taking into consideration the work orientations of individuals as possible moderators of the Role stress‐outcome relationship. Using a sample of elementary and secondary Teachers, this study empirically examined, first whether three Role stresses – Role ambiguity, Role conflict, and Role overload – are related to two individually and two organizationally valued states and second, whether Teachers’ higher‐order need strength moderates these Role stress‐outcome relationships. The study found that Role stresses relate to individually‐ and organizationally‐valued outcomes among both elementary and secondary Teachers.
Novi Dewi Purnama - One of the best experts on this subject based on the ideXlab platform.
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An Investigation of Teachers’s Role as Facilitators in Teaching Writing in the Classroom
Academic Journal Perspective : Education Language and Literature, 2018Co-Authors: Novi Dewi PurnamaAbstract:The aim of this research is to describe in the Teacher’s Role as facilitator in teaching writing in the classroom. This research is qualitative approach by analysis Teacher’s Role as facilitator thought the data that have been collected from the student’s and the Teacher’s. the technique of collecting data that used by the writer are observation in Teacher’s Role as facilitator, observation sheet, interview, video recording, and the result of observation. To know the kinds of Teacher Role as facilitator did teaching writing in the classroom. And the writer analysis Teacher’s Role in teaching writing in classroom by observation sheet giving mark on it and writer the correct it, until gets the result did. Then, the writer takes the conclusion of Teacher’s Role as facilitator and Teacher interview to appropriate the Teacher Role in teaching writing in the classroom. This research find come that all of Teacher Role. Based on the result from interview the lecturer, the Teacher as facilitator was applied the Teacher.
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AN INVESTIGATION OF TeacherS’S Role AS FACILITATORS IN TEACHING WRITING IN THE CLASSROOM (A Case Study of Lectures in a Cirebon Private University)
2015Co-Authors: Novi Dewi PurnamaAbstract:The aim of this research is to describe in the Teacher’s Role as facilitator in teaching writing in the classroom. This research is qualitative approach by analysis Teacher’s Role as facilitator thought the data that have been collected from the student’s and the Teacher’s. the technique of collecting data that used by the writer are observation in Teacher’s Role as facilitator, observation sheet, interview, video recording, and the result of observation. To know the kinds of Teacher Role as facilitator did teaching writing in the classroom. And the writer analysis Teacher’s Role in teaching writing in classroom by observation sheet giving mark on it and writer the correct it, until gets the result did. Then, the writer takes the conclusion of Teacher’s Role as facilitator and Teacher interview to appropriate the Teacher Role in teaching writing in the classroom . this research find come that all of Teacher Role. Based on the result from interview the lecturer, the Teacher as facilitator was applied the Teacher. Key word : Teacher’s Role As Facilitator, Teaching Writing
