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Teachers’ Perceived Disruption at School and Related Variables from Teachers and School Functioning

Published online by Cambridge University Press:  04 December 2017

María Belén Martínez Fernández ,
José C. Chacón Gómez ,
Javier Martín Babarro ,
María José Díaz-Aguado Jalón  and
Rosario Martínez Arias
María Belén Martínez Fernández*
Affiliation:
Universidad Complutense (Spain)
José C. Chacón Gómez
Affiliation:
Universidad Complutense (Spain)
Javier Martín Babarro
Affiliation:
Universidad Complutense (Spain)
María José Díaz-Aguado Jalón
Affiliation:
Universidad Complutense (Spain)
Rosario Martínez Arias
Affiliation:
Universidad Complutense (Spain)
*
*Correspondence concerning this article should be addressed to Dra. Ma Belén Martínez Fernández. Sección Departamental de Psicología Evolutiva y de la Educación. Despacho 2313-C, Campus de Somosaguas, Pozuelo de Alarcon. 28223 Madrid (Spain). Phone: +34–913942936. Email: mabel@psi.ucm.es
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Abstract

This study explores variables related to teachers’ perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers’ perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.

Keywords

depersonalizationdisruptive behavioremotional exhaustionsecondary educationteachers
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 20 , 2017 , E67
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2017 

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Footnotes

How to cite this article:

Martínez Fernández, M. B., Chacón Gómez, J. C., Martín Babarro, J., Díaz-Aguado Jalón, M. J., & Martínez Arias, R. (2017). Teachers’ perceived disruption at school and related variables from teachers and school functioning. The Spanish Journal of Psychology, 20. e67. Doi: 10.1017/sjp.2017.67

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