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Role Conflict and Role Ambiguity As Predictors of Burnout in Special and General Education Co-Teachers

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Role Conflict and Role Ambiguity As Predictors of Burnout in Special and General Education Co-Teachers Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Role Conflict and Role Ambiguity as Predictors of Burnout in Special and General Education Co-teachers Cassandra L. Moss Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Psychology Commons, Educational Sociology Commons, and the Social and Philosophical Foundations of Education Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Cassandra Moss has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Maxwell Rainforth, Committee Chairperson, Psychology Faculty Dr. Barbara Chappell, Committee Member, Psychology Faculty Dr. Michael Christopher, University Reviewer, Psychology Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2014 Abstract Role Conflict and Role Ambiguity as Predictors of Burnout in Special and General Education Co-teachers by Cassandra Moss MS, Springfield College BA, Central Connecticut State University Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University November 2014 Abstract Since the Individuals with Disabilities in Education Act of 2004, special and general educators teach together in many classrooms. Co-teachers are subject to a variety of stressors, including role challenges for teachers who are accustomed to working independently. Research has shown that role ambiguity and role conflict are associated with burnout among special and general educators. However, no prior study has examined whether these role factors contribute to burnout among special and general educators in co-teaching roles. This study was based upon role stress theory in relation to the constructs of burnout. The sample included 72 special educators and 73 general educators who co-taught at 8 urban elementary schools. Participants completed the Role Conflict and Role Ambiguity Scales and the 3 scales of the MBI-ES. Multiple regression analyses were performed to examine the relationship of role ambiguity and role conflict (independent variables) to each of the burnout scales (dependent variables). Each dependent variable was analyzed separately, as were data from special and general educators. Therefore, data analysis consisted of 6 separate regressions. The regression analyses indicated that role ambiguity was significantly related to personal accomplishment in both special and general education co-teachers while emotional exhaustion was significantly related to role conflict in both special and general education co-teachers. This information may lead to improved understanding of the factors contributing to burnout among co-teachers and to the design of appropriate interventions to address this problem. Role Conflict and Role Ambiguity as Predictors of Burnout in Special and General Education Co-teachers by Cassandra Moss MS, Springfield College BA, Central Connecticut State University Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University November 2014 Dedication This study is dedicated to the loving memory of my mother, Mary A. Eason. She was beautiful, strong, caring, and supportive. Unfortunately, she is not here to share this new chapter of my life, but she is forever in my heart. Mom, I love and miss you. I also want to dedicate this to my father, William Eason and my sister, Casenthia- I hope that I continue to make you both proud of me. I also want to dedicate this to my nieces and nephews, Brandon, Dayquan, Deandra, and Leandra-I hope I have been a role model for you, and I pray that my doctoral journey will inspire you to accomplish all your desires. Acknowledgments First and foremost, I would like to thank God for giving me the strength. I also would like to thank my family and friends for their support during my educational journey. The completion of this doctoral study would not have been possible without their endless support, love, and encouragement. Secondly, I would like to thank Dr. Maxwell Rainforth and Dr. Barbara Chappell, committee chair/member, for their support, guidance, knowledge, and encouragement- throughout my doctoral study. It was their expertise, which made it possible for me to complete this program. Dr. Rainforth, you were persistent and particular and I appreciate that because it kept me curious about my abilities. Whereas, Dr. Chappell, thank you for remaining loyal throughout this process. Finally, without the encouragement of many people, this challenging journey would not have been possible-thank you all-for allowing me to live the dream. Table of Contents List of Tables .................................................................................................................... iv List of Figures .....................................................................................................................v Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Problem Statement ...................................................................................................4 Purpose of the Study ................................................................................................5 Nature of the Study ..................................................................................................5 Theoretical Frameworks ..........................................................................................7 Research Questions and Hypotheses .......................................................................8 Definitions of Terms ..............................................................................................10 Assumptions ...........................................................................................................12 Scope and Delimitations ........................................................................................12 Limitations .............................................................................................................13 Positive Social Change ..........................................................................................14 Summary ................................................................................................................16 Chapter 2: Literature Review .............................................................................................18 Introduction ..................................................................................................................18 Co-teaching Stressors.............................................................................................20 Stress ....................................................................................................................22 Stress in Relation to Burnout .................................................................................22 Burnout ..................................................................................................................27 i General Education and Burnout .............................................................................29 Special Education and Burnout ..............................................................................32 Role Conflict, Role Ambiguity, and Burnout ........................................................35 Summary ................................................................................................................40 Chapter 3: Methodology ....................................................................................................42 Introduction ..................................................................................................................42 Restatement of the Research Questions and Related Hypotheses .........................42 Research Method and Design ................................................................................44 Sample and Setting ................................................................................................45 Instrumentation ......................................................................................................46 Maslach Burnout Inventory Educators Survey (MBI-ES) .....................................47 Role Ambiguity and Role Conflict Scales .............................................................48 Procedure ...............................................................................................................50 Consent and Confidentiality ..................................................................................51 Data Collection Procedure .....................................................................................52 Data Analysis .........................................................................................................53
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