Teachers' Perceived Disruption at School and Related Variables from Teachers and School Functioning.

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.

Teachers' perceived disruption at school and related variables from teachers and school functioning

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 (AU)

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