School Culture and Teacher Change Fatigue in Tennessee

dc.contributor.advisorMcCarthy, Patrick
dc.contributor.authorLeuschke, Erin Elizabeth
dc.contributor.committeememberHein, Michael
dc.contributor.departmentPsychologyen_US
dc.date.accessioned2017-10-04T20:15:29Z
dc.date.available2017-10-04T20:15:29Z
dc.date.issued2017-06-23
dc.description.abstractPersistent 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.description.degreeM.A.
dc.identifier.urihttp://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5428
dc.publisherMiddle Tennessee State University
dc.subjectChange Fatigue
dc.subjectPublic Education
dc.subjectSchool Culture
dc.subjectTurnover
dc.subject.umiOrganization theory
dc.subject.umiOrganizational behavior
dc.thesis.degreegrantorMiddle Tennessee State University
dc.thesis.degreelevelMasters
dc.titleSchool Culture and Teacher Change Fatigue in Tennessee
dc.typeThesis

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