ERIC Number: EJ1047705
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 72
Students' Instructional Dissent and Relationships with Faculty Members' Burnout, Commitment, Satisfaction, and Efficacy
Frisby, Brandi N.; Goodboy, Alan K.; Buckner, Marjorie M.
Communication Education, v64 n1 p65-82 2015
Extending research on instructional dissent beyond student reports, this study examined the potential for students' expressed dissent to have deleterious effects on faculty members. Instructors (N = 113) completed surveys about students' instructional dissent regarding their classes and reported their own burnout, commitment, satisfaction, and efficacy. Results indicated that (a) expressive dissent was positively related to emotional exhaustion and negatively related to teaching satisfaction and classroom management efficacy; (b) rhetorical dissent was positively related to instructional strategy efficacy; and (c) vengeful dissent was negatively related to affective organizational commitment and teaching satisfaction. Thus, the types of instructional dissent differentially impact instructors' professional outcomes, providing insight into stressors for faculty members.
Descriptors: Teacher Surveys, Student Behavior, Dissent, Teacher Burnout, Teacher Persistence, Job Satisfaction, Self Efficacy, Correlation, Emotional Response, Classroom Techniques, Teaching Methods, College Faculty, Stress Variables, Rhetoric, Conflict, College Students, Statistical Analysis, Hypothesis Testing
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Maslach Burnout Inventory