The Influence of Personal Accomplishment and Resilience on Teachers' Experience of Teaching Multiple School Subjects Role Conflict

• In Event: 18.056 - Educator Responses to the Stressors of the Teaching Profession

Abstract

This study examined relationships among personal accomplishment, resilience, and teaching multiple school subjects role conflict in Irish post-primary physical education teachers. Participants include 259 physical education teachers (157 female, 99 male, 3 other) from across Ireland who were responsible for teaching physical education and another school subject(s) concurrently. Survey data were analysed using latent variable modelling procedures, including confirmatory factor analysis and structural equation modelling. Results supported the conceptual framework, χ2(125) = 200.740, p <.001; RMSEA = .048, (90% CI = [.04, .06], p = .573); SRMR = .05; NNFI = .957; CFI = .96. Stakeholders seeking to reduce teachers’ experience of teaching multiple school subjects role conflict should consider increasing teachers’ levels of personal accomplishment through developing teacher resilience.

Authors

• Cassandra Iannucci, Deakin University

• K. Andrew R. Richards, University of Illinois at Urbana-Champaign

• Ann MacPhail, University of Limerick