Title
School culture and teacher change fatigue: examining the mediating effects of person-organization fit
Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
Persistent organizational change is a reality for workers across the globe. While aggressive, strategic change can provide organizations with a competitive advantage, the stress of continuously shifting environments is often hard on employees. Change fatigue, a response to the perception that too much change is occurring, is one conceptualization of the detrimental effects that change can have on individuals. While no one sector can claim a monopoly on change, the public education system in the United States is especially vulnerable to reform. This leaves teachers susceptible to the aversive consequences of change fatigue, including emotional exhaustion, increased turnover intentions, and decreased organizational commitment. The proposed study uses Quinn and Rohrbaugh’s Competing Values Framework to explore the relationship between school culture and change fatigue for public school teachers in Tennessee. Specifically, the premise of this study is built upon Perel’s (2015) findings that a relationship exists between organizational culture and the likelihood that an individual will experience change fatigue. The proposed study will extend Perel’s findings by analyzing the mediating effects of subjective person-organization (P-O) fit on the relationship between organizational culture and change fatigue. P-O fit is operationalized as a perceived alignment between an employee’s values and the values of his or her organization. It is hypothesized that change fatigue will be positively related to rational and hierarchical culture types, and negatively related to group and developmental culture types. It is further hypothesized that subjective person-organization fit will mediate this relationship. A sample of 300 public school teachers will participate in this online, survey-based research. Correlational and mediation analysis will be used to describe the observed relationship between the culture of schools, how well teacher and school values align, and teacher change fatigue. By exploring the relationship between culture, P-O fit, and change fatigue, we can build a more complete understanding of the threats and opportunities that change presents both within and outside the public school system.
Date
10-22-2016
Subject
Industrial and organizational psychology
Document Type
posters
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
School culture and teacher change fatigue: examining the mediating effects of person-organization fit
Persistent organizational change is a reality for workers across the globe. While aggressive, strategic change can provide organizations with a competitive advantage, the stress of continuously shifting environments is often hard on employees. Change fatigue, a response to the perception that too much change is occurring, is one conceptualization of the detrimental effects that change can have on individuals. While no one sector can claim a monopoly on change, the public education system in the United States is especially vulnerable to reform. This leaves teachers susceptible to the aversive consequences of change fatigue, including emotional exhaustion, increased turnover intentions, and decreased organizational commitment. The proposed study uses Quinn and Rohrbaugh’s Competing Values Framework to explore the relationship between school culture and change fatigue for public school teachers in Tennessee. Specifically, the premise of this study is built upon Perel’s (2015) findings that a relationship exists between organizational culture and the likelihood that an individual will experience change fatigue. The proposed study will extend Perel’s findings by analyzing the mediating effects of subjective person-organization (P-O) fit on the relationship between organizational culture and change fatigue. P-O fit is operationalized as a perceived alignment between an employee’s values and the values of his or her organization. It is hypothesized that change fatigue will be positively related to rational and hierarchical culture types, and negatively related to group and developmental culture types. It is further hypothesized that subjective person-organization fit will mediate this relationship. A sample of 300 public school teachers will participate in this online, survey-based research. Correlational and mediation analysis will be used to describe the observed relationship between the culture of schools, how well teacher and school values align, and teacher change fatigue. By exploring the relationship between culture, P-O fit, and change fatigue, we can build a more complete understanding of the threats and opportunities that change presents both within and outside the public school system.
Department
University of Tennessee at Chattanooga. Dept. of Psychology