Organizational Focus as a Moderator of the Relation Between Student Externalizing Behavior and Teacher Job Satisfaction

dc.contributor.advisorGottfredson, Gary Den_US
dc.contributor.authorBovender, William Perryen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.description.abstractExamined how schools' organizational focus affects teachers' job satisfaction and intent to stay in their jobs. Analyses considered both individual teacher perceptions of clarity and consistency regarding school goals, expectations, and priorities, as well as the aggregate of these teacher perceptions as a measure of schools' level of focus. The study examined the hypothesis that organizational focus attenuates the correlation of externalizing student behavior and teacher job satisfaction. Data from three years of county-wide (N schools = 45) teacher self-report surveys were examined using hierarchical linear modeling. Schools with higher focus had significantly higher job satisfaction, and individual teacher perceptions of school focus significantly predicted higher job satisfaction across all samples. Hypothesized attenuating interaction was found nonsignificant, suggesting teachers' individual perceptions of clarity in their schools' roles and expectations and perceptions of their students' behavior are more predictive of satisfaction than school-wide perspectives on either. Findings warrant further study of organizational focus as a potential school-level target for intervention.en_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pquncontrolledEnvironmental identityen_US
dc.subject.pquncontrolledOrganizational focusen_US
dc.titleOrganizational Focus as a Moderator of the Relation Between Student Externalizing Behavior and Teacher Job Satisfactionen_US


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