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Toward a Validated Measure of Teacher/Coach Role Conflict

Toward a Validated Measure of Teacher/Coach Role Conflict. Thomas J. Templin Purdue University Department of Health and Kinesiology. K. Andrew R. Richards Purdue University Center for Instructional Excellence. Chantal Levesque- Bristo l Purdue University

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Toward a Validated Measure of Teacher/Coach Role Conflict

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  1. Toward a Validated Measure of Teacher/Coach Role Conflict Thomas J. Templin Purdue University Department of Health and Kinesiology K. Andrew R. Richards Purdue University Center for Instructional Excellence Chantal Levesque-Bristol Purdue University Center for Instructional Excellence HEALTH AND Center for Instructional Excellence KINESIOLOGY

  2. Role Theory • How individuals are expected to act in social settings • Socialization and the development of a role identity • Role performance and consensus • In the absence of consensus, individuals may experience stress related to role performance (Biddle, 1986; Hindin, 2007; Linton, 1936; Parsons, 1951; Stryker, 2001)

  3. Role Stressors • Role stressors that impact individuals’ work: • Role Ambiguity • Role Overload • Role Conflict • Two forms of role stressors: • Intrarole stress • Interrole stress (Richards et al., 2013; Richards & Templin, 2012; Turner, 2001)

  4. Teacher/Coach (T/C) Role Conflict • Concurrent performance of teaching and coaching roles • Rewards and accountability tend to favor coaching • Role retreatism occurs when the T/C puts effort into one role while neglecting the other • T/Cs may be able to achieve a sense of role balance • Determined by individual and socialization level factors that influence the T/C (Konukman et al., 2010; Locke & Massengale, 1978; Richards & Templin, 2012)

  5. Purpose and Research Questions • While T/C role conflict has garnered significant interest, the literature lacks validated measure of the construct • Ryan (2008) created the T/C Role Conflict Scale (T/C-RCS) • Adapted Kopelman et al’s (1983) instrument for measuring family/work role conflict • “Teaching-to-coaching” and “coaching-to-teaching” conflicts • The current study sought to investigate the factorial, convergent, and divergent validity of Ryan’s scale

  6. Research Method

  7. Participants and Measures • Participants included 194 T/Cs (87 male, 107 female) • Rural (N=106), small city (N=67), college-town (N=21) schools • Taught core (64.4%) and non-core (35.6%) subjects • All T/Cs completed an online survey that included: • The T/C-RCS (Ryan, 2008) • The Teacher Role Stressors Scale (TRSS) • The Personal Accomplishment (PA) Subscale of the Maslach-Burnout Inventory (MBI; Maslach et al., 1996)

  8. Data Analysis Procedures • The T/C-RCS proposed by Ryan (2008) was subjected to confirmatory factor analysis (CFA) using LISREL 9.1 • Two factors with five items per factor • Several fit indices were used to evaluate model fit: • RMSEA and SRMR should be below .08 • CFI and NNFI should be above .90 • Correlational analysis was used to evaluate: • Convergent validity (T/C-RCS with the TRSS) • Divergent validity (T/C-RCS with the PA subscale)

  9. Results

  10. Hypothesized Model for CFA Errors Items Factors CTT1 CTT2 CTT Conflict CTT3 CTT4 CTT5 TTC1 TTC2 TTC Conflict TTC3 TTC4 TTC5

  11. CFA Results • Initial CFA indicated a good fit of the model to the data • χ2(34)=109.31, p<.001; CFI=.96; NNFI=.95; SRMR=.06; RMSEA=.11 • Correlated an error covariance between two items on the “coaching-to-teaching conflict” factor • Following the modification, the fit because very good • χ2(33)=88.92, p<.001; CFI=.97; NNFI=.96; SRMR=.05; RMSEA=.09 • t-values for factor loading were all significant at p<.001

  12. CFA Results (Continued) Factor loadings and t values for each item

  13. Hypothesized Model for CFA Errors Items Factors CTT1 0.77 0.41 CTT2 0.78 0.39 0.17 CTT Conflict 0.77 CTT3 0.40 0.61 CTT4 0.63 0.75 CTT5 0.44 0.89 TTC1 0.76 0.41 TTC2 0.65 0.58 TTC Conflict 0.65 TTC3 0.58 0.69 TTC4 0.52 0.69 TTC5 0.53

  14. Personal Motivation Descriptive Statistics and Bivariate Correlations Convergent Validity Divergent Validity

  15. Discussion and final thoughts

  16. Discussion • Results support for the factorial, convergent, and divergent validity of the T/C-RCS • Overall, fit indices point to good model fit • Factor loadings were all strong and significant • The sample of T/Cs was diverse, which extends validity to teachers of numerous content areas • Teachers across all content areas engage in coaching roles (Richards & Templin, 2012) • The T/C-RCS is a valid and reliable measure of T/C role conflict for use by sport pedagogy researchers

  17. Future Directions and Implications • Evaluate the impact of role priority on role conflict • Examination of the impact of role balance (Marks & MacDermind, 1996) on T/C stress • Use the T/C-RCS to make recommendations for T/Cs experiencing significant conflict • Applications in inservice and preservice training programs • As research related to teacher socialization continues to evolve, valid and reliable measures are a necessity • The T/C-RCS can be for role conflict, but surveys measuring other constructs (e.g., marginalization) would be beneficial

  18. THANK YOU • Questions or Comments? K. Andrew R. Richards Purdue University Center for Instructional Excellence Center for Instructional Excellence Thomas J. Templin Purdue University Department of Health and Kinesiology HEALTH AND KINESIOLOGY Chantal Levesque-Bristol Purdue University Center for Instructional Excellence

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