Click here to download

Parents’ counterproductive behaviors at school: an analysis of teachers’ job satisfaction and autonomy
Journal Title: PSICOLOGIA DELLA SALUTE 
Author/s: Loredana Addimando 
Year:  2013 Issue: 2 Language: Italian 
Pages:  19 Pg. 33-51 FullText PDF:  373 KB
DOI:  10.3280/PDS2013-002004
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 


Job satisfaction is a substantial topic in our daily lives. Kahneman and Krueger suggested that it is a strong predictor of general subjective well-being. Furthermore, teachers’ job satisfaction is an important protective factor from on job stress and it is able to mitigate situations of teachers’ distress managing parents’ counterproductive behaviors at school. As a matter of fact, the continual exposure to parents’ counterproductive behaviors can deplete teachers’ emotional and physical resources, reducing the levels of job satisfaction. The present study explores the relationship among teachers’ job satisfaction, parents’ counterproductive behaviors and other organizational and personal variables in a sample of primary and secondary teachers (N = 1025) of Lombardy region (Italy). Discriminant Analysis was conducted by using the job satisfaction variable. The results show that the discriminant function predicts 76.9% of cases in groups Uncooperative and uninvolved behaviors seem to characterize the unsatisfied group, while overprotective dimension does not contribute significantly to the discriminant function. The implications of the study are discussed in the light of empirical research on effects of teacher training courses. Specifically, in order to increase teachers’ job satisfaction it seems to be useful to concentrate organizational efforts on involving parents showing low level of cooperation. Keywords: teachers’ job satisfaction, counterproductive behaviors, parental involvement, discriminant analysis. Uncooperative and uninvolved behaviors seem to characterize the unsatisfied group, while overprotective dimension does not contribute significantly to the discriminant function. The implications of the study are discussed in the light of empirical research on effects of teacher training courses. Specifically, in order to increase teachers’ job satisfaction it seems to be useful to concentrate organizational efforts on involving parents showing low level of cooperation.
Keywords: Teachers’ job satisfaction, counterproductive behaviors, parental involvement, discriminant analysis.

  1. Brancati R., a cura di (2011). Metodologie per la valutazione delle politiche industriali [Industrial policies: assessment and methods]. Milano: FrancoAngeli.
  2. Addimando L. e Pepe A. (2010). Comportamenti difficili e stress degli insegnanti di scuola primaria [Challenging behaviors and teachers’ job stress in primary school]. Psicologia dell’educazione, 4(3): 32-57.
  3. Abdi H. (2007). Discriminant correspondence analysis. In: Salkind N.J., editor, Encyclopedia of Measurement and Statistic. Thousand Oaks (CA): Sage, pp. 270-275.
  4. American Psychological Association (2010). APA Guide sixth edition. New York: New York University Press.
  5. Antonovsky A. (1979). Health, Stress and Coping. San Francisco: Jossey-Bass.
  6. Antonovsky A. (1987). Unraveling the Mystery of Health: How People Manage Stress and Stay Well. San Francisco: Jossey Bass.
  7. Balducci C. e Fraccaroli F. (2008). Lavoro e comportamenti contro produttivi [Counterproductive work behaviors]. Psicologia Contemporanea, 210: 1-4.
  8. Balli S.D., Wedman J.F. and Demo D.H. (1997). Family Involvement with middle-grades homework: effects on differential prompting. Journal of Experimental Education, 66(1): 31-48., DOI: 10.1080/0022097970960139
  9. Barbaranelli C. (2006). Analisi dei dati con SPSS II. Le analisi multivariate. Milano: Led.
  10. Bogler R. (2002). Two profiles of school teachers: a discriminant analysis of job satisfaction. Teaching and Teacher Education, 18: 665-673., DOI: 10.1016/S0742-051X(02)00026-
  11. Bizzi L. and Soda G. (2011). The Paradox of Authentic Selves and Chameleons: Self-monitoring, Perceived Job Autonomy and Contextual Performance. British Journal of Management, 22:, 324-339., DOI: 10.1111/j.1467-8551.2011.00747.
  12. Brekelmans M., Wubbels T. and Tartwijk J. (2005). Teacher – student relationship across the teaching career. International Journal of Educational Research, 43: 55-71., DOI: 10.1016/j.ijer.2006.03.00
  13. Capaldo N. e Rondanini L. (2002). Gestire e organizzare nella scuola dell’autonomia [Managing and organizing the school autonomy]. Trento: Erickson.
  14. Castelli S. and Pepe A. (2008). School-parents relationships: a bibliometric study on 40 years of scientific publications. International Journal About Parents in Education, 2(1): 1-12.
  15. Cerini A. e Drago R. (2001). Insegnanti professionisti [Professional Teachers]. Trento: Erickson.
  16. Chirkov V.I. and Ryan R.M. (2001). Parent and Teacher Autonomy-Support in Russian and U.S. Adolescents: Common Effects on Well-Being and Academic Motivation. Journal of Cross-Cultural Psychology, 32(5): 618-635., DOI: 10.1177/002202210103200500
  17. Conley S. and Woosley S.A. (2000). Teacher role stress, higher order needs and work outcomes. Journal of Educational Administration, 38: 179-201., DOI: 10.1108/09578230010320163
  18. Crossman A. and Harris P. (2006). Job Satisfaction of Secondary School Teachers. Educational Management Administration & Leadership, 34(1): 29-46., DOI: 10.1177/1741143206059538
  19. Crozier G. and Davies J. (2007). Hard to Reach Parents of Hard to Reach Schools? A Discussion of Home-School Relations, with Particular Reference to Bangladeshi and Pakistani Parents. British Educational Research Journal, 33(3): 295-313., DOI: 10.1080/01411920701243578
  20. Decreto del Presidente della Repubblica – D.P.R. nr.235/2007 in materia di Istruzione. Retrieved from http://iostudio.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/ 267f480dbbc5-11dd-a033-c58cb9bba632/Circolare%20esplicativa%20statuto.pdf.
  21. Delle Fave A. e Bassi M. (2007). Psicologia e salute: l’esperienza di utenti e operatori [Psychology and health: the experience of users and operators]. Torino: UTET.
  22. Deutscher R. and Ibe M.A. (2003). In what ways does parental involvement affect childrens’ academic performance. Paper presented at the Annual Meeting of American Educational Research Association (AERA), April 21-25, Chicago. US.
  23. Devos G., Bouckenooghe D., Engels N., Hotton G. and Aelterman A. (2007). An assessment of well-being of principals in Flemish primary schools. Journal of Educational Administration, 45(1): 33-61., DOI: 10.1108/0957823071072244
  24. Dinga M., Li Y., Xiaobao Li X. and Kulmb G. (2008). Chinese teachers’ perceptions of students’ classroom misbehaviour. Educational Psychology, 28(3): 305-324., DOI: 10.1080/0144341070153786
  25. Dinham S. and Scott C. (1998). A three domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36: 362-378., DOI: 10.1108/0957823981021154
  26. Driessen G., Smit F. and Sleegers P. (2005). Parental involvement and educational achievement. British Educational Research Journal, 31: 509-532., DOI: 10.1080/0141192050014871
  27. Evans V. and Johnson D.J. (1990). The Relationship of principals’ leadership behavior and teachers’ job satisfaction and job-related stress. Journal of Instructional Psychology, 17(1): 11-19.
  28. Frey B. (2008). Happiness: A Revolution in Economics. Cambridge, Massachusetts: The MIT Press.
  29. Friedman I.A. (1999). Teacher-Perceived Work Autonomy: The Concept and Its Measurement. Educational and Psychological Measurement, 59(1): 58-76., DOI: 10.1177/001316449959100
  30. Glen J.J. (2001). Classification accuracy in discriminant analysis: a mixed integer programming approach. Journal of the Operational Research Society, 52: 328-339., DOI: 10.1057/palgrave.jors.260108
  31. Hackman J.R. and Oldham G.R. (1976). Motivation through the design of work: test of a theory. Organizational Behavior and Human Performance, 16: 250-279., DOI: 10.1016/0030-5073(76)90016-
  32. Hill N.E. and Tyson D.F. (2009). Parental involvement in middle school: a meta-analytic assessment of strategies that promote achievement. Developmental Psychology, 45(3): 740-763., DOI: 10.1037/a001536
  33. Ho C. and Au W. (2006). Teaching Satisfaction Scale. Educational and Psychological Measurement, 66: 172-118., DOI: 10.1177/001316440527857
  34. Howard E.R. and Keefe J.W. (1991). The CASE-IMS School Improvement Process. Reston, Va: National Association of Secondary School Principals.
  35. Huberty C.J. (1994). Applied Discriminant Analysis. New York: Wiley.
  36. Jeynes W. (2009). Family factors and the educational success of children. New York: Routledge.
  37. Judge T.A. and Watanabe S. (1993). Another look at the Job-life satisfaction relationship. Journal of Appled Psychology, 78: 939-948.
  38. Kahneman D. and Krueger A. (2006). Developments in the Measurement of Subjective Wellbeing. Journal of Economic Perspectives, 20(1): 3-24., DOI: 10.1257/08953300677652603
  39. Lambert R.G., Ullrich A., McCarthy C. and O’Donnell M. (2009). Predicting teacher perception of stress: Influence of challenging parent behavior on work, health, and perceived stress of teach-ers. In: Buchwald P. and Moore K., editors, Stress and Anxiety. Application to adolescence, job stress, and personality. Berlin: Logos Verlag, pp. 103-110.
  40. Legge n. 53/2003 in materia di Istruzione. Retrieved from http://www.parlamento.it/parlam/leggi/03053l.htm.
  41. Littrell P.C. (1994). The Effects of principal support on special and general educators’ stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15(5): 297-310.
  42. Locke E. (1969). What is job satisfaction? Organizational Behavior and Human Performance, 4: 309-36., DOI: 10.1016/0030-5073(69)90013-
  43. Luthans F. (1992). Organizational behavior. New York: McGraw-Hill.
  44. Mapesela M. and Hay D. (2006). The Effect of Change and Transformation on Academic Staff and Job Satisfaction: A Case of a South African University. Higher Education, 52(4): 711-747., DOI: 10.1007/s10734-004-6821-
  45. McCarthy C.J., Lambert R.G., Crowe E.W. and McCarthy C.J. (2010). Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers’ Intention to Leave the Field. National Association of Secondary School Principals Bulletin, 94(4): 306-326., DOI: 10.1177/019263651140326
  46. Myers D. and Diener E. (1997). The science of happiness. The Futurist, 31(5): 1-7.
  47. Mohd-Bokti N.L. and Abu-Talib M. (2009). A Preliminar Study on Occupational Stress and Job Satisfaction among Male Navy Personnel at Naval Base in Lumut, Malaysia. The Journal of International Social Research, 2(9): 299-307.
  48. Pepe A. (2011). Measuring Teacher Job Satisfaction: A Quantitative Empirical Tool. In: Pieri M.,
  49. Pepe A. and Addimando L., editors, Home, School and Community: A Partnership For a Happy life? Bologna: Emil, pp. 181-182.
  50. Pepe A. (2010). Comportamenti difficili dei genitori e stress degli insegnanti nelle organizzazioni educative: una prospettiva comparativa internazionale [Challenging parents’ misbehaviors and teachers’ job stress in educational organizations: an international comparative perspective – Unpublished doctoral dissertation]. Tesi di dottorato, Milano: Università degli Studi di Milano-Bicocca.
  51. Pepe A. e Addimando L. (2010). Testing the Psychometric Properties of the Challenging Parent Standard Questionnaire (CPSQ) in the Italian Educational Context. International Journal about Parents in Education, 4(1): 49-64.
  52. Pomerantz E.M., Mooran E.A. and Litwack S.D. (2007). The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better. Review of Educational Research, 77(3): 373-410., DOI: 10.3102/00346543030556
  53. Prakke B., Van Peet A. and Van der Wolf K. (2007). Challenging parents, teacher occupational stress and health in Dutch primary schools. International Journal About Parents in Education, 1: 36-44.
  54. Ramayah T., Noor Hazlina A., Hasliza Abdul H., Siti Rohaida M.Z. and Lo M.C. (2010). Discriminant analysis: An illustrated example. African Journal of Business Management, 4(9): 1654-1667.
  55. Ravn B. (2005). An Ambiguous Relationship: Challenges and Controversies in the field of Family-School-Community Partnership. Questioning the discourse of partnership. In: Martinez-Gonzalez R.M., Perez-Herrero M. and Rodriguez-Ruiz B., editors, Family-school-community partnerships merging into social development. Oviedo: Grupo SM, pp. 453-475.
  56. Ritblatt S.N., Beatty J.R., Cronan T.A. and Ochoa A.M. (2002). Relationship among perception of parental involvement, time allocation, and demographic characteristics: implication for policy information. Journal of Community Psychology, 30: 519-549., DOI: 10.1002/jcop.1001
  57. Robinson S.L. and Bennett R.J. (1995). A typology of deviant workplace behaviors: A multidimensional scaling study. Academy of Management Journal, 38: 555-572., DOI: 10.2307/25669
  58. Ryan R.M. and Deci E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55: 68-78.
  59. Schaufeli W.B. and Bakker A.B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25: 293-315., DOI: 10.1002/job.24
  60. Scott C., Stone B. and Dinham S. (2001). “I love teaching but…” International patterns of teaching discontent. Education Policy Analysis Archives, 9(28): 1-18., DOI: 10.3794/Fijme.13.1
  61. Seligman M. (2000). Conducting Effective Conferences with Parents of Children with Disabilities. New York: The Guilford Press.
  62. Seligman M.E. and Csikszentmihalyi M. (2000). Positive Psychology. An Introduction. American Psychology, 55: 5-14., DOI: 10.1037//0003-066X.55.1.
  63. Skaalvik E.M. and Skaalvik S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25: 518-524., DOI: 10.1016/j.tate.2008.12.00
  64. Skaalvik E.M. and Skaalvik S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27: 1029-1038., DOI: 10.1016/j.tate.2011.04.00
  65. Taylor D.L. and Tashakkori A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of efficacy. Journal of Experimental Education, 63(3): 217-231., DOI: 10.1080/00220973.1995.994381
  66. Turnuklu A. and Galton M. (2001). Students’ misbehaviors in Turkish and English primary classrooms. Educational Studies, 70: 291-305.
  67. Van der Wolf K. and Everaert H. (2005). Challenging parents, teacher characteristics and teacher stress. In: Martinez-Gonzalez R.M., Perez-Herrero M. and Rodriguez-Ruiz B., editors, Family-school-community partnerships merging into social development. Oviedo: Grupo SM, pp. 233-253.
  68. Vardi Y. and Weitz E. (2004). Misbehavior in organizations: Theory, research, and management. Mahwah, NJ: Lawrence Erlbaum.
  69. Waller W. (1932). The sociology of teaching. New York: Wiley and Sons.
  70. Weiss H.M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12(2): 173-194., DOI: 10.1016/S1053-4822(02)00045-
  71. Zelensky J., Murphy S. and Jenkins D. (2008). The Happy-Productive Worker Thesis Revisited. Journal of Happiness Studies, 9(4): 521-537., DOI: 10.1007/s10902-008-9087-4
  72. Zembylas M. and Papanastaiou E. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration, 42(3): 357-363.

Loredana Addimando, Parents’ counterproductive behaviors at school: an analysis of teachers’ job satisfaction and autonomy in "PSICOLOGIA DELLA SALUTE" 2/2013, pp. 33-51, DOI:10.3280/PDS2013-002004

   

FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content