Hostname: page-component-586b7cd67f-vdxz6 Total loading time: 0 Render date: 2024-11-27T12:08:56.909Z Has data issue: false hasContentIssue false
  • English
  • Français

Teachers’ Perceived Disruption at School and Related Variables from Teachers and School Functioning

Published online by Cambridge University Press:  04 December 2017

María Belén Martínez Fernández ,
José C. Chacón Gómez ,
Javier Martín Babarro ,
María José Díaz-Aguado Jalón  and
Rosario Martínez Arias
María Belén Martínez Fernández*
Affiliation:
Universidad Complutense (Spain)
José C. Chacón Gómez
Affiliation:
Universidad Complutense (Spain)
Javier Martín Babarro
Affiliation:
Universidad Complutense (Spain)
María José Díaz-Aguado Jalón
Affiliation:
Universidad Complutense (Spain)
Rosario Martínez Arias
Affiliation:
Universidad Complutense (Spain)
*
*Correspondence concerning this article should be addressed to Dra. Ma Belén Martínez Fernández. Sección Departamental de Psicología Evolutiva y de la Educación. Despacho 2313-C, Campus de Somosaguas, Pozuelo de Alarcon. 28223 Madrid (Spain). Phone: +34–913942936. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This study explores variables related to teachers’ perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers’ perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.

Keywords

depersonalizationdisruptive behavioremotional exhaustionsecondary educationteachers
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E67
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

How to cite this article:

Martínez Fernández, M. B., Chacón Gómez, J. C., Martín Babarro, J., Díaz-Aguado Jalón, M. J., & Martínez Arias, R. (2017). Teachers’ perceived disruption at school and related variables from teachers and school functioning. The Spanish Journal of Psychology, 20. e67. Doi: 10.1017/sjp.2017.67

References

Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.Google Scholar
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44. https://doi.org/10.1016/j.edurev.2014.05.003 Google Scholar
Álvarez Martino, E., Álvarez Hernández, M., Pañeda, P. C., & De Mesa, C. G. G. (2016). Teachers’ perception of disruptive behavior in the classrooms. Psicothema, 28(2), 174–180.Google ScholarPubMed
Bibou-Nakou, I., Stogiannidou, A., & Kiosseoglou, G. (1999). The relation between teacher burnout and teachers’ attributions and practices regarding school behavior problems. School Psychology International, 20, 209–217. https://doi.org/10.1177/0143034399020002004 CrossRefGoogle Scholar
Bru, E., Stephens, P., & Torsheim, T. (2002). Students’ perceptions of class management and reports of their own misbehavior. Journal of School Psychology, 40, 287–307.Google Scholar
Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28, 693–710. https://doi.org/10.1080/01443410802206700 CrossRefGoogle Scholar
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences. New Jersey, NJ: Routledge.Google Scholar
Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. The Journal of Applied Psychology, 86(3), 386–400. https://doi.org/10.1037/0021-9010.86.3.386 CrossRefGoogle Scholar
Díaz-Aguado, M. J., Martínez, R., & Martín, J. (2010). Estudio estatal sobre la convivencia escolar en la Educación Secundaria Obligatoria [State report on school climate in Complusory Secondary Education]. Madrid, Spain: Observatorio Estatal de la Convivencia Escolar, Ministerio de Educación; Cultura y Deporte.Google Scholar
Dworkin, A. G., Saha, L. J., & Hill, A. N. (2003). Teacher burnout and perceptions of a democratic school environment. International Education Journal, 4(2), 108–120.Google Scholar
FETE-UGT. (2010). La violencia como factor de riesgo psicosocial en los trabajadores del sector de la enseñanza [Violence as a psychosocial risk factor among educational staff]. Retrieved from Observatorio de la Infancia de la Junta de Andalucía website: http://www.observatoriodelainfancia.es/oia/esp/descargar.aspx?id=2606&tipo=documento Google Scholar
Galand, B., Lecocq, C., & Philippot, P. (2007). School violence and teacher professional disengagement. British Journal of Educational Psychology, 77, 465–477. https://doi.org/10.1348/000709906X114571 CrossRefGoogle ScholarPubMed
Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42, 412–444. https://doi.org/10.1177/0022427804271931 Google Scholar
Greene, R. W., Beszterczey, S. K., Katzenstein, T., Park, K., & Goring, J. (2002). Are students with ADHD more stressful to teach? Patterns of teacher stress in an elementary school sample. Journal of Emotional and Behavioral Disorders, 10(2), 79–89. https://doi.org/10.1177/10634266020100020201 Google Scholar
Haberman, M. (2005). Teacher burnout in black and white. The New Educator, 1(3), 153–175. https://doi.org/10.1080/15476880590966303 CrossRefGoogle Scholar
Hart, P. M., Wearing, A. J., & Conn, M. (1995). Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehavior and teacher stress. British Journal of Educational Psychology, 65(1), 27–48. https://doi.org/10.1111/j.2044-8279.1995.tb01129.x CrossRefGoogle Scholar
Hernández-Castilla, R., Murillo, F. J., & Martínez, C. A. (2014). Factores de ineficacia escolar [Factors of school inefficacy]. REICE: Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(1), 103–118.Google Scholar
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185. https://doi.org/10.1007/BF02289447 CrossRefGoogle ScholarPubMed
Instituto Nacional de Evaluación y Calidad del Sistema Educativo. (2003). Evaluación de la educación secundaria obligatoria, 2000. Informe final [Evaluation of compulsory secondary education, 2000. Final report]. Madrid, Spain: Ministerio de Educación, Cultura y Deporte.Google Scholar
Jackson, S. E., & Maslach, C. (1982). After-effects of job-related stress: Families as victims. Journal of Organizational Behavior, 3(1), 63–77. https://doi.org/10.1002/job.4030030106 CrossRefGoogle Scholar
Martín, E., Rodríguez, V., & Marchesi, Á. (2003). Encuesta sobre las relaciones de convivencia en los centros escolares y en la familia [Survey of the coexistence relationships within educational centers and within the family]. Madrid, Spain: CIE-FUHEM.Google Scholar
Martínez, B. (2016). La disrupción en las aulas de educación secundaria. La percepción del profesorado [Disruption in the secondary education classroom. The perception of the teacher] (Unpublished doctoral thesis). Universidad Complutense, Madrid (Spain).Google Scholar
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.Google Scholar
Maslach, C., Jackson, S. E., & Seisdedos, N. (1997). MBI: Inventario «Burnout» de Maslach: Síndrome del quemado por estrés laboral asistencial. Manual [Maslach Burnout Inventory: Burnout disorder due to work stress. Manual]. Madrid, Spain: Tea Ediciones.Google Scholar
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397 Google Scholar
Ministerio de Educación, Cultura y Deporte. (2016). Datos y cifras. Curso escolar 2014/2015 [Data and Numbers. School Year 2015/2015]. Madrid, Spain: MECD Secretaría general técnica. Retrieved from https://sede.educacion.gob.es/publiventa/descarga.action?f_codigo_agc=16590 Google Scholar
Organización para la Cooperación y el Desarrollo Económicos. (2014). Estudio Internacional de la Enseñanza y Aprendizaje TALIS 2013. Informe español [International Study of Teaching and Learning TALIS 2013. Spanish Report]. Retrieved from Ministerio de Educación, Cultura y Deporte website: http://www.mecd.gob.es/inee/Ultimos_informes/TALIS-2013.html Google Scholar
Power, F. C., Higgins, A., & Kohlberg, L. (1991). Lawrence Kohlberg’s approach to moral education. New York, NY: Columbia University Press.Google Scholar
Reed, D. F., & Kirkpatrick, C. (1998). Disruptive students in the classroom: A review of the literature. Richmond, VA: Metropolitan Educational Research Consortium.Google Scholar
Reynolds, K., Stephenson, J., & Beaman, R. (2011). Teacher perceptions of non-compliance in rural primary schools in New South Wales. Education in Rural Australia, 21(2), 105–124.Google Scholar
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611 Google Scholar
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001 CrossRefGoogle Scholar
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457–477.CrossRefGoogle Scholar
Tabachnick, B., & Fidell, L. (2007). Using multivariate statistics (5th Ed.). Boston, MA: Pearson/Allyn & Bacon.Google Scholar
Tattum, D. P. (1986). Management of disruptive pupil behaviour in schools. Chichester, UK: Wiley.Google Scholar
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907 Google Scholar
Thompson, B. (2009). Disruptive behaviors in Barbadian classrooms: Implications for universal secondary education in the Caribbean. Journal of Eastern Caribbean Studies, 34(3), 39–58.Google Scholar
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189. https://doi.org/10.1080/01443410903494460 CrossRefGoogle Scholar
Uruñuela, P. M. (2007). Convivencia y disrupción en las aulas [Coexistance and disruption in the classroom]. Cuadernos de Pedagogía, 364, 102–107.Google Scholar