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dc.contributor.authorTimms, Carolynen_US
dc.contributor.authorGraham, Deborahen_US
dc.contributor.authorCaltabiano, Marieen_US
dc.date.accessioned2017-05-03T15:52:20Z
dc.date.available2017-05-03T15:52:20Z
dc.date.issued2006en_US
dc.date.modified2011-05-05T07:58:52Z
dc.identifier.issn01576321en_US
dc.identifier.urihttp://hdl.handle.net/10072/33092
dc.description.abstractThe current study is part of a broader study which explored relationships between teacher perceptions of School Administration Trustworthiness and teacher burnout and trust. Gender issues were of apparent importance due to increasing feminisation of the teaching workforce in Australia. Aim: This study sought to explore possible differences in teachers regarding perceptions of school administration trustworthiness, which may well pertain to gender. Sample: Participants were 90 currently serving teachers in Queensland Independent Schools. Method: Survey instruments included measures for perceptions of administration trustworthiness (ability, benevolence and integrity), morale, participative decision making, trust, burnout and job stress. Results: There were significant effects for gender and school, with female primary teachers experiencing more burnout job stress than male primary teachers, and secondary teachers (male and female). Female primary and secondary teachers reported less confidence in school administration. trustworthiness when compared to male primary and secondary teachers, although this differentiation was more pronounced in the primary school. Conclusion: It is proposed that further study using empirical measures of work overload, a more useful measure of burnout and a qualitative survey instrument be undertaken to further differentiate dissatisfactions of female primary teachers. Current practices which contribute to emotional exhaustion and inefficacy among female teachers require scrutiny. Possible inequity in primary schools is worthy of more sustained investigation.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Council of Social Serviceen_US
dc.publisher.placeSydney, NSWen_US
dc.publisher.urihttp://www.acoss.org.au/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom343en_US
dc.relation.ispartofpageto358en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalAustralian Journal of Social Issuesen_US
dc.relation.ispartofvolume41en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchPolicy and Administration not elsewhere classifieden_US
dc.subject.fieldofresearchcode160599en_US
dc.titleGender implication of perceptions of trustworthiness of School Administration and teacher burnout/job stressen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2006
gro.hasfulltextNo Full Text


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