Teaching Experience and How it Relates to Teacher Impressions of Work Intensification

Teaching Experience and How it Relates to Teacher Impressions of Work Intensification by Shannon N. Warren MA, Azusa Pacific University, 2008 BA, California State University San Marcos, 2003 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Organizational Psychology Walden University August 2018 Abstract Changes in schools can cause teachers to experience an intensification of work as they strive to meet expectations of students, parents, and administrations. This study includes an examination of factors that may lead to work intensification (WI) for teachers. The study also includes an examination of how years of experience and teacher perceptions of administrative support may moderate the relationship between teachers’ impressions of WI and their job satisfaction. Based on equity theory, data were collected using a Likerttype scale survey distributed to 9 public high schools in southern California. A test for correlation was performed followed by a hierarchal ordinal logistic regression analysis to test for significant relationships and strength of those relationships. Findings revealed at a . 95 confidence level a significant relationship between factors of WI and teacher impressions of WI in the areas of the addition of more students to the classroom, fear of losing job, changes in curriculum, decreased pay, the addition of students with special needs in to the classroom, and changes in technology use in the classroom. Findings also revealed that the addition of furlough days, fear of losing job, decreased pay, and anChanges in schools can cause teachers to experience an intensification of work as they strive to meet expectations of students, parents, and administrations. This study includes an examination of factors that may lead to work intensification (WI) for teachers. The study also includes an examination of how years of experience and teacher perceptions of administrative support may moderate the relationship between teachers’ impressions of WI and their job satisfaction. Based on equity theory, data were collected using a Likerttype scale survey distributed to 9 public high schools in southern California. A test for correlation was performed followed by a hierarchal ordinal logistic regression analysis to test for significant relationships and strength of those relationships. Findings revealed at a . 95 confidence level a significant relationship between factors of WI and teacher impressions of WI in the areas of the addition of more students to the classroom, fear of losing job, changes in curriculum, decreased pay, the addition of students with special needs in to the classroom, and changes in technology use in the classroom. Findings also revealed that the addition of furlough days, fear of losing job, decreased pay, and an increase of students with special needs in the classroom were significantly related to decreased job satisfaction. Findings revealed that perceptions of administrative support moderate the relationship between teacher impressions of WI and job satisfaction. This study allows for better understanding of how years of experience and administrative support may moderate the relationship between factors of WI and teacher job satisfaction so policy-makers may make better-informed choices that support student education. Teaching Experience and How it Relates to Teacher Impressions of Work Intensification by Shannon N. Warren MA, Azusa Pacific University, 2008 BA, California State University San Marcos, 2003 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Organizational Psychology Walden University August 2018 Dedication This dissertation is dedicated to my family who have helped to inspire, support, and assist me through this process. I am so thankful for my parents, Lawrence and Kathleen Butts, for instilling me with the desire to never stop learning. You set high standards for me and encouraged me to continue to set high standards for myself. I am thankful for my husband, Dr. Matthew Warren, for supporting me through these years of work. It has been a long process, but you have been there for me every step of the way. I am also thankful for my stepchildren, Blake and Averie, for believing in me and inspiring me to actualize my dreams. I hope that you will set your own inspiring dreams and that I may continue to help you to actualize them. Acknowlegements I want to thank my husband, Dr. Matthew Warren. You were the first of us to start this endeavor to complete your PhD and inspired me to push myself to begin mine. You have been such a steadfast support through these years and I am excited to celebrate this accomplishment with you. I would also like to thank Dr. Nancy Bostain. You have been so encouragning and supportive during this process. I was so fortunate to have you to give me tips and inspiration through these years. I appreciate all of your insight and patience. I would like to thank Dr. Catherine Kwantes. You provided insightful feedback that helped me to develop this study into something I can be proud of. Thank you for taking the time to make sure I got it right. I would also like to thank Dr. Kizzy Parks for her encouraging and kind feedback during this process. I appreciate your support. Finally, I would like to thank the school and school district employees for working with me on this study and for taking the time to help make it possible.