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School Culture and Teacher Change Fatigue in Tennessee

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dc.contributor.advisor McCarthy, Patrick
dc.contributor.author Leuschke, Erin Elizabeth
dc.date.accessioned 2017-10-04T20:17:43Z
dc.date.available 2017-10-04T20:17:43Z
dc.date.issued 2017-06-23
dc.identifier.uri http://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5461
dc.description.abstract Persistent organizational change is a reality for workers across the globe. 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 a barrage of reform efforts. Using a sample of over 700 public school educators in Tennessee, this research explores the correlations between educator change fatigue and four school culture-types, as well as the relationship of change fatigue to emotional exhaustion, turnover intentions, and organizational commitment among educators. This research also addresses the role of person-organization fit in mediating the relationship between school culture and teacher change fatigue.
dc.publisher Middle Tennessee State University
dc.subject Change Fatigue
dc.subject Public Education
dc.subject School Culture
dc.subject Turnover
dc.title School Culture and Teacher Change Fatigue in Tennessee
dc.type Thesis
dc.contributor.committeemember Hein, Michael
dc.thesis.degreelevel Masters
dc.thesis.degreegrantor Middle Tennessee State University
dc.subject.umi Organization theory
dc.subject.umi Organizational behavior
dc.description.degree M.A.
dc.contributor.department Psychology


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