DOCSLIB.ORG

Generational Differences in Empowerment, Professional

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Generational Differences in Empowerment, Professional University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2013 Generational Differences in Empowerment, Professional Practice Environment, Incivility, Authentic Leadership, Job Satisfaction, Engagement and Intent to Leave in Acute Care Nurses Lisa Marie Haddad University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Nursing Administration Commons Recommended Citation Haddad, Lisa Marie, "Generational Differences in Empowerment, Professional Practice Environment, Incivility, Authentic Leadership, Job Satisfaction, Engagement and Intent to Leave in Acute Care Nurses. " PhD diss., University of Tennessee, 2013. https://trace.tennessee.edu/utk_graddiss/1728 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Lisa Marie Haddad entitled "Generational Differences in Empowerment, Professional Practice Environment, Incivility, Authentic Leadership, Job Satisfaction, Engagement and Intent to Leave in Acute Care Nurses." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Nursing. Kenneth D. Phillips, Major Professor We have read this dissertation and recommend its acceptance: Mary Gunther, Joanne Hall, Ralph Brockett Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Generational Differences in Empowerment, Professional Practice Environment, Incivility, Authentic Leadership, Job Satisfaction, Engagement and Intent to Leave in Acute Care Nurses A Dissertation Presented for the Doctor of Philosophy Degree University of Tennessee, Knoxville Lisa Marie Haddad May 2013 ii Copyright © 2013 by Lisa Marie Haddad All rights reserved iii Dedication I dedicate my dissertation work to my family and friends who supported me through the process. To my mom and stepdad, Connie and Glenn Halstead, who provided help, encouragement, loving pushes and unwavering belief in my ability to succeed. You have supported me through adverse situations. Mom, you have inspired me through my entire life. Thank you! To Bud Hankins, my big brother. I have always looked up to you and admired you for who you are. Thank you for your support and for always being my friend. To my children, Courtney, Daniel, Emily and Fletcher, who sacrificed time with me to allow me to reach my dream. I hope to inspire each of you to believe in yourself, set goals, and not let anything stop your dreams. With determination you can do anything and become anyone. To Michael McKeehan, you provided inspiration, support and big shoulders. To Dr. Susan Justice, Dr. Michael Bone and Dr. Robert Evans: Your belief in a stranger provided hope and a light through the darkest moments. Through a selfless act you have touched lives forever. iv Acknowledgments My personal and heartfelt gratitude is extended to my committee members who made this dissertation possible. A special appreciation to my committee chair and my friend, Dr. Kenneth Phillips, who supported, encouraged and guided me through, providing patience and expertise. Dr. Mary Gunther, Dr. Joanne Hall, Dr. Ralph Brockett and Dr. Abbas Tavakoli for their willingness to participate, thoughtful responses, and generosity in sharing of their time. v Abstract Aim. The aim of this study was to examine generational differences among acute care nurses on empowerment, professional practice, authentic leadership, incivility, job satisfaction, engagement and intent to leave the current job. Background. Empowerment in nursing is a well-studied subject. Perceptions of professional practice environments, authentic leadership and incivility are related to empowerment. An increase in empowerment has been linked to job satisfaction and the likelihood of leaving one’s job or the profession. The nursing shortage forces attention to job satisfaction and keeping the professionals we currently have in the profession. Generational differences exist within different cohorts of nurses and can affect how they respond within their job and organization. Method . Descriptive and inferential analyses of the demographic and major study variables, along with reliability assessments of the study instruments were conducted. Generational differences were determined using general linear modeling. The hypothesized structural model was tested using Structural Equation Modeling (SEM) with Proc CALIS in SAS. Results. A sample of 210 nurses working in the hospital setting in the East Tennessee were included in the study. Significant associations among the variables were observed. There were no differences detected between the generational groups. The hypothesized model did not fit. After review, the final model was improved to acceptable associations among variables. Conclusion. Given the current multi-generational status of nurses and the state of nursing, efforts should be made to support and assist the needs of the various generations. Providing empowering environments, with authentic leaders and a professional practice environment increases job satisfaction, and is likely to provide an environment in which the nurse will want to remain. vi Table of Contents Page Chapter 1: …………………………………………….……………………………………. 1 Introduction………….………………………….………………………………..… 1 Background……………………………………………………………….………... 3 Statement of the Problem………………………………………………….……….. 6 Purpose of the Study…………………………………………………….…………. 6 Specific Aims and Hypotheses……………………………………….…………..... 7 Theoretical Framework……………………………………………….…………..... 8 Conceptual Definitions of Terms…………………………………….………….…. 11 Operational Definitions of Terms………………………………….……………..... 14 Assumptions…………………………………………………………………….….. 15 Limitations………………………………………………….……………………… 15 Delimitations…………………………………………….…………………………. 16 Significance…………………………………………….………………………….. 16 Summary…………………………………………………………………………… 17 Chapter 2:………………………………………………………………………………….. 18 Review of the Literature…………………………………………………………… 18 Method of Literature Search……………………………………………………….. 18 Literature Review………………………………………………………………….. 18 Generational Differences………………………………………………….. 21 Empowerment……………………………………………………………… 23 Empowerment Related to Nursing……………………………………….… 27 Generational Differences and Empowerment……………………………… 30 Professional Practice Environment………………………………………… 30 Incivility …………………………………………………………………… 32 Authentic Leadership………………………………………………………. 33 Job Satisfaction…………………………………………………………….. 34 Engagement in Job…………………………………………………………. 37 Intention of Nurses to Leave Current Position…………………………….. 37 Gap in Literature…………………………………………………………………… 38 Hypothesized Study Model………………………………………………………… 39 Summary…………………………………………………………………………… 39 Chapter 3:.………...……………………………………………...………………………… 40 Method…………………………………………………...………………………… 40 Model………………………………………………………………………………. 40 Design……………………………………………………………………………… 41 Setting……………………………………………………………………………… 42 Population………………………………………………………………………...... 42 Sample………………………………………………………………………………42 Instrumentation…………………………………………………………..………… 43 Independent Variables…………………………………………………….. 43 Generational Differences………………………………………….. 43 vii Empowerment……………………………………………………… 44 Moderating Variables……………………………………………………….46 Professional Practice Environment………………………………… 46 Incivility……………………………………………………….…… 47 Authentic Leadership………………………………………………. 48 Dependent Variables……………………………………………………….. 48 Job Satisfaction…………………………………………………….. 48 Engagement in Job…………………………………………………. 49 Intent to Leave…………………………………………………….. 49 Procedure………………………………………………………………………….. 50 Recruitment and Distribution……………………………………………… 50 Collection………………………………………………………………….. 51 Protection of Human Subjects…………………………………………………….. 51 Data Analysis………………………………………………………………………. 52 Summary…………………………………………………………………………… 53 Chapter 4:…………………………………………….…………………………………….. 54 Results………………………………………….…………………………….…….. 54 Descriptive Statistics………………………………………………………………. 55 Demographic Description………………………………………………………….. 56 Description of Variables…………………………………………………………… 60 Comparison of Variables………………………………………………………….. 64 Correlational Analysis…………………………………………………………….. 66 Entire Group……………………………………………………….………. 66 Baby Boomers Group……………………………………………………… 67 Generation X Group……………………………………………………….. 68 Generation Y Group……………………………………………………….. 69 Model Results……………………………………………………………………… 70 Entire Group……………………………………………………………….. 70 Baby Boomers Group……………………………………………………… 73 Generation X Group……………………………………………………….. 75 Generation Y Group……………………………………………………….. 78 Summary of Overall Findings……………………………………………... 80 Chapter 5:………………………………………………………………………………….. 81 Discussion………………………………………………………………………….. 81 Discussion of Findings……………………………………………………………... 81 Sample………………………………………………………………………82 Generational Groups……………………………………………………….. 83 Empowerment……………………………………………………………… 84 Perception of Professional Practice ……………………………………….. 85 Incivility……………………………………………………………………. 86 Authentic Leadership………………………………………………………. 87 Job Satisfaction…………………………………………………………….
Load more

Recommended publications
  • Professional Development During Your Doctoral Education
    Professional Development During Your Doctoral Education Edward Schiappa, Ph.D. The University of Minnesota 1 Professional Development During Your Doctoral Education by Edward Schiappa, Ph.D. Communication Studies Department The University of Minnesota NCA Edition © 2009 Published by the National Communication Association i © Copyright 2009, by the National Communication Association. All rights reserved. Brief portions of material in this publication may be copied and quoted without further permission with the understanding that appropriate citation of the source of the excerpt will be included in such copying. A limited number of copies of brief portions of material in this publication may be made for scholarly or classroom use if 1) the material is distributed without charge or no fees above the actual duplicating costs are charged; 2) the materials are reproductions, photocopies or copies made by similar processes and not reprints or republications; 3) the copies are used within a reasonable time after reproduction; 4) the material includes the full bibliographic citation; and 5) the following statement be clearly displayed on all copies: “Copyright by the National Communication Association. Reproduced by permission of the publisher.” A copy of this statement serves as the National Communication Association’s official permission for using material for scholarly or educational purposes under the above conditions. This permission does not extend to situations in which 1) extensive amounts of material are reproduced or stored in an electronic or similar data retrieval system; 2) a fee above actual duplicating costs is charged or if there exists a reasonable expectation of profit; or 3) the material is reproduced or reprinted for other than scholarly or educational purposes.
    [Show full text]
  • The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting
    University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 2009 The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting Colette Clarke University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Clarke, Colette, "The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting" (2009). Electronic Theses and Dissertations. 372. https://scholar.uwindsor.ca/etd/372 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. THE EFFECTS OF BULLYING BEHAVIOURS ON STUDENT NURSES IN THE CLINICAL SETTING by Colette Clarke A Thesis Submitted to the Faculty of Graduate Studies through Nursing in Partial Fulfillment of the Requirements for the Degree of Master of Science at the University of Windsor Windsor, Ontario, Canada 2009 © 2009 Colette Clarke iii AUTHOR’S DECLARATION OF ORIGINALITY I hereby certify that I am the sole author of this thesis and that no part of this thesis has been published or submitted for publication.
    [Show full text]
  • Stress: Professional Development Needs of Extension Faculty
    STRESS: PROFESSIONAL DEVELOPMENT NEEDS OF EXTENSION FACULTY Nick T. Place, Assistant Professor Steve Jacob, Assistant Professor University of Florida Abstract This study was designed to identify workplace and individual factors that cause stress in the lives of Extension professionals and to determine baseline needs assessment data for professional development in the area of balancing work and family. A census-survey questionnaire (74% response rate) was utilized to explore balancing work and personal life issues among the population of University of Florida Extension faculty. It was found that some faculty have stress under control while others are experiencing high levels of stress; county faculty perceived slightly higher stress than state faculty but this difference was not significant. Respondents reporting greater use of formal planning, planning for meetings, and “to do” lists tended to have lower stress scores. For Extension faculty, spending more time with family served as a coping mechanism for minimizing stress. Any stress inducing situations disclosed in this study can be improved upon through proactive professional development. Professional development programs and inservice training focusing on workday planning may help faculty cope with the stress and pressure of an Extension career. Greater organizational effectiveness can be achieved through employees being able to manage stress and work pressure via positive workplace skills. Introduction and Theoretical Framework The dilemma was recognized nationally Job stress, time management, and by United States Department of Agriculture- balancing work and personal life are issues Cooperative State Research, Education and that educators in the field of Cooperative Extension Service (USDA-CSREES) as Extension constantly struggle with. An early as 1981.
    [Show full text]
  • Professional Development 101: the Basics Full Course Content
    Professional Development 101: The Basics Full Course Content Contents CHAPTER 1 – INTRODUCTION ................................................................................................................... 3 WELCOME ............................................................................................................................................. 3 WHAT IS PROFESSIONAL DEVELOPMENT? ........................................................................................... 3 CHAPTER 2 – PROFESSIONAL DEVELOPMENT OFFERINGS ....................................................................... 4 OFFERINGS ............................................................................................................................................ 4 TYPES OF OFFERINGS ............................................................................................................................ 4 TECHNICAL ASSISTANCE ........................................................................................................................ 5 DISTANCE LEARNING ............................................................................................................................. 6 ACTIVITY 1: PROFESSIONAL DEVELOPMENT OFFERINGS.......................................................................... 6 QUESTIONS ........................................................................................................................................... 6 ANSWERS .............................................................................................................................................
    [Show full text]
  • 2019-2020 Professional Development Catalog
    Professional Development Catalog 2019/2020 Fiscal Year EEO/Diversity and Professional Development Office (559) 243-7172 SCCCD 2019/2020 PROFESSIONAL DEVELOPMENT CATALOG TABLE OF CONTENTS TOPIC PAGE STRAND ONE Equal Employment Opportunity (EEO) & Sensitivity/Diversity Training Equal Employment Opportunity for Hiring Committees ……………………………………………. 5 Diversity/Cultural Awareness/Sensitivity Series…………………………………………………………… 5 STRAND TWO Classified Professionals Classified Professional Steering Committee ……………………………………………………………… 6 Leadership State Center Academy ……………………………………………………………………………. 6 Mega Conference …………………………………………………………………………………………………….. 6 Classified Professional of the Year ……………………………………………………………………………. 7 Achievement Recognition Award ………………………………………………………………………………. 7 STRAND THREE District Ops, IS, and Public Safety…………………………………………..……………………………………………. 7 STRAND FOUR SCCCD Management & Leadership Development Management Development Academy (MDA) …………………………………………………………… 8 LEAD (Leadership, Exploration, and Development) Program ……………………………………… 8 District-wide Management Meeting …………………………………..……………………………………… 9 STRAND FIVE Orientation Programs New Employee Orientation ………………………………………………………………………………………. 9 STRAND SIX Liebert Cassidy Whitmore (LCW) LCW Workshop………………………………………………………………………………………………………….. 9 SCCCD 2019/2020 PROFESSIONAL DEVELOPMENT CATALOG TABLE OF CONTENTS CONTINUED TOPIC PAGE STRAND SEVEN Compliance and Safety – Required Training Sexual Harassment & Discrimination for Management………………………………………………10 Sexual Harassment & Discrimination
    [Show full text]
  • Professional Development Dk (Legal)
    Tyler Junior College 212501 PROFESSIONAL DEVELOPMENT DK (LEGAL) Training Programs A state agency, including a college district, may use public funds to provide training and education for its administrators and employ- ees. The training or education must be related to the duties or pro- spective duties of the administrator or employee. Gov’t Code 656.044 Required Training A state agency, including a college district, may require an adminis- trator or employee of the agency to attend, as all or part of the ad- ministrator's or employee's duties, a training or education program if the training or education is related to the administrator's or em- ployee's duties or prospective duties. Gov’t Code 656.045 Program Content A state agency's training and educational program may include: 1. Preparing for technological and legal developments; 2. Increasing work capabilities; 3. Increasing the number of qualified employees in areas desig- nated by institutions of higher education as having an acute faculty shortage; and 4. Increasing the competence of state employees. Gov’t Code 656.046 Employment Each state agency, including each college district, shall provide to Discrimination employees of the agency an employment discrimination training Training program. The training program must provide the employee with in- formation regarding the agency's policies and procedures relating to employment discrimination, including employment discrimination involving sexual harassment. Labor Code 21.010(a)–(b) Standard Each state agency shall provide its employees with standard em- Training ployment discrimination training no later than the 30th day after the date the employee is hired by the agency, with supplemental train- ing every two years thereafter.
    [Show full text]
  • A Resource Guide for Improving School Climate and Discipline
    UNDER REVIEW. This document and the underlying issues are under review by the U.S. Department of Education and the U.S. Department of Justice (as of August 30, 2021). The December 21, 2018 Dear Colleague Letter that rescinded this document is also under review. The Department of Education’s Office for Civil Rights published a Request for Information soliciting written comments from the public regarding the administration of school discipline in schools serving students in pre- K through grade 12. OCR and the Civil Rights Division of the Department of Justice are committed to ensuring that all students are able to learn and thrive in a safe and non-discriminatory environment. Please note that this notation does not have the effect of reinstating this guidance. Guiding Principles A Resource Guide for Improving School Climate and Discipline U.S. Department of Education U.S. Department of Education Guiding Principles UNDER REVIEW. This document and the underlying issues are under review by the U.S. Department of Education and the U.S. Department of Justice (as of August 30, 2021). The December 21, 2018 Dear Colleague Letter that rescinded this document is also under review. The Department of Education’s Office for Civil Rights published a Request for Information soliciting written comments from the public regarding the administration of school discipline in schools serving students in pre-K through grade 12. OCR and the Civil Rights Division of the Department of Justice are committed to ensuring that all students are able to learn and thrive in a safe and non- discriminatory environment.
    [Show full text]
  • Understanding Civility/Incivility
    Confidential Impartial Informal Independent UNDERSTANDING CIVILITY/INCIVILITY “Civility’s defining characteristic is its ties to city and society. The word derives from the latin civitas, which means “city,” especially in the sense of civic community. Civitas is the same word from which civilization comes. The age-old assumption behind civility is that life in the city has a civilizing effect…Although we can describe civil as courteous, polite, and well mannered, etymology reminds us that they are also supposed to be good citizens and good neighbors.” “Choosing Civility” by P.M. Forni A civil environment produces: 1. Collaborations 2. Ideas – innovation & creativity 3. Customer satisfaction 4. Retention 5. Supportive learning environment 6. Community of trust and inclusion Source: Adapted from http://www.ala.org/advocacy/diversity/workplace/civility The Price of Incivility: ! 48% intentionally decreased their work effort. ! 47% intentionally decreased the time spent at work. ! 38% intentionally decreased the quality of their work. ! 80% lost work time worrying about the incident. ! 63% lost work time avoiding the offender. ! 66% said that their performance declined. ! 78% said that their commitment to the organization declined. ! 12% said that they left their job because of the uncivil treatment. ! 25% admitted to taking their frustration out on customers Source: “The Price of Incivility”, Harvard Business Review, January 2013 Issue. Authors: Christine Porath and Christine Pearson. 1 Bullying is an example of one type of incivility. Bullying
    [Show full text]
  • Pacers' Toolkit Tackles the Wicked Problems of Bullying in Healthcare
    ENABLING SOLUTIONS: PACERS’ TOOLKIT TACKLES THE WICKED PROBLEMS OF BULLYING IN HEALTHCARE Program Developed by the PACERS A Seven Member National Project Team from the 2012 Cohort of the: RWJF Executive Nurse Fellows Program Program Funded by the: Robert Wood Johnson Foundation RWJF ENF Action Learning Team • Rita K. Adeniran, RN, DrNP, CMAC, NEA-BC FAAN President/CEO Innovative and Inclusive Global Solutions Drexel Hill, PA • Beth Bolick, RN, DNP, PPCNP-BC, CPNP-AC, FAAN Professor Rush University Medical Center College of Nursing, Chicago, IL • Ric Cuming, RN, MSN, EdD, NEA-BC, CNOR VP/Chief Nurse Executive Einstein Healthcare Network: Philadelphia, PA • Cole Edmonson, RN, DNP, FACHE, NEA-BC VP/Chief Nursing Officer Texas Health Resources: Presbyterian Dallas • Bernadette Khan, RN, MSN, NEA-BC Vice President Patient Care Services/Chief Nursing Officer New York Presbyterian Lower Manhattan Hospital • Linda B. Lawson, RN, DNP, NEA-BC Administrative Director for Health Care Transformation Sierra Providence Health Network - El Paso, TX • Debra White, RN, MSN, MBA, ACNS-BC, NEA-BC VP/Chief Nursing Officer Saint Luke’s Health System, Kansas City, MO • Listed alphabetically, not by weight of contribution This presentation may be used in full or part with attribution. The recommended citation is: Adeniran, R., Bolick, B., Cuming, R., Edmonson, C., Khan, B., Lawson, L., & Wilson, D. (2016). Culture of civility and respect: A healthcare leader’s role. www.stopbullyingtoolkit.org TODAY’S PRESENTER Dr. Rita K. Adeniran President and CEO Innovative
    [Show full text]
  • 9 Professional Development and Empowerment Of
    European Journal of Training and Development Studies Vol.6 No.4, pp.9-19, September 2019 _Published by ECRTD- UK Print ISSN: 2057-5238(Print), Online ISSN: 2057-5246(Online) PROFESSIONAL DEVELOPMENT AND EMPOWERMENT OF PRIMARY SCHOOL TEACHERS Dr. Georgios Panagiotopoulos, Klideris Panagiotis, Dr. Zoe Karanikola University of Patras ABSTRACT: The rapid changes in the socio-economic environment and the consequent pressures for educational reforms make it more than necessary to empower teachers who need to redefine their teaching strategies to meet students' differentiated needs. Related studies suggest that teachers need to feel empowered to be effective and empower students. Therefore, the empowerment of teachers is at the center of the processes for quality improvement and school upgrade. The purpose of this study is to capture the views of primary education teachers on the opportunities for professional empowerment provided in their school environment. A total of 124 primary education teachers in Ilia Prefecture who participated in the quantitative sample survey completed an electronic questionnaire based on the Teacher Empowerment Scale. The presentation and analysis of the findings show that participants in all dimensions of empowerment have moderate to high degree of agreement. Specifically, the highest average dimension is that of decision-making, while the lowest average is that of professional development. KEYWORDS: Empowerment, teachers, professional development, participation, decision making. INTRODUCTION The multiple and widespread changes in the political, economic, social and technological field are creating strong pressures and challenges for the educational community with the main aim of improving the quality of education provided through the effective operation of schools.
    [Show full text]
  • An Analysis of the Occupational Stress Factors Identified by Certified Eacherst
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Summer 2011 An Analysis of the Occupational Stress Factors Identified by Certified eachersT Sue Ellen Johannsen Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Johannsen, Sue Ellen, "An Analysis of the Occupational Stress Factors Identified by Certified eachers"T (2011). Electronic Theses and Dissertations. 377. https://digitalcommons.georgiasouthern.edu/etd/377 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. AN ANALYSIS OF THE OCCUPATIONAL STRESS FACTORS IDENTIFIED BY CERTIFIED TEACHERS by SUE ELLEN JOHANNSEN (Under the Direction of Linda M. Arthur) ABSTRACT Teacher attrition is a serious issue facing school administrators today. In order to implement effective educational programs, schools need experienced teachers who are equipped to deal with such challenges. In response to increased work demands, and the challenge of educating a diverse student population, many teachers are leaving the field of education, citing stress as a primary reason for leaving. Stress factors cited most often include inadequate salaries, work overload, curriculum concerns stemming from federal, state and local mandates, lack of shared decision making and unsatisfactory relationships with stakeholders. The researcher sought to compare the stress factors experienced by teachers to determine if there is a link between gender, grade level taught, years of teaching experience and teacher perceptions of the work factors that contribute to stress.
    [Show full text]
  • Incivility in the Informal Workplace: a Case Study of Emerald Lutheran
    INCIVILITY IN THE INFORMAL WORKPLACE: A CASE STUDY OF EMERALD LUTHERAN CHURCH A Thesis Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Jared Nathan Fougner In Partial Fulfillment for the Degree of MASTER OF ARTS Major Department: Communication March 2013 Fargo, North Dakota North Dakota State University Graduate School Title INCIVILITY IN THE INFORMAL WORKPLACE: A CASE STUDY OF EMERALD LUTHERAN CHURCH By Jared Nathan Fougner The Supervisory Committee certifies that this disquisition complies with North Dakota State University’s regulations and meets the accepted standards for the degree of MASTER OF ARTS SUPERVISORY COMMITTEE: Dr. Ann Burnett Chair Dr. Stephenson Beck Dr. Nan Yu Dr. Verena Theile Approved by: 03/08/2013 Dr. Mark Meister Date Department Chair ABSTRACT This study examined how incivility is expressed in an informal church organization and the impact relationships among those in the organization have on incivility. The researcher had staff members of the church complete journals. The researcher also observed the staff for one week and then conducted interviews based on the observations and journals. The researcher then coded data and grouped it into overarching themes. Themes that emerged about displays of incivility included: interrupting or not respecting another’s ideas and yelling and gossiping behind each other’s backs. The researcher examined these themes in terms of the relationships that exist among these coworkers. Results demonstrated that the staff did not frequently escalate incivility because they valued relationships and were aware of external causes of uncivil behavior. Reasons for not escalating incivility were then explored and connected to existing incivility research.
    [Show full text]