Sharon Conley
Biographic Data
| ID | 331185 |
|---|---|
| NAME | Sharon Conley |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Conley |
| SIGNATURE | CONLEY S |
| AFFILIATIONS | University of Arizona |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 71 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 5 |
Campus Racial Climate: A Litmus Test for Faculty Satisfaction at Four-Year Colleges and Universities
This article reports on a study that investigated the relationship between three dimensions of campus racial climate and faculty satisfaction with a large, nationally representative faculty sample (N = 29,169), using a multilevel structural equation model. Results indicate that campus racial climate has a large and highly significant effect upon faculty satisfaction at the individual level
Teacher Role Stress, Satisfaction, Commitment, and Intentions to Leave: A Structural Model
Structural equation modeling was used to assess the plausibility of a conceptual model specifying hypothesized linkages among teachers' perceptions of the role stresses of role ambiguity, role conflict, and role overload and commitment, satisfaction, and intentions to leave their employing school. 178 teachers in four high schools in a southern coastal region of California responded to survey questions designed to capture the above constructs. Co…
Organizational Routines in Flux: A Case Study of Change in Recording and Monitoring Student Attendance
Using an organizational theory to study how people can actually change routines, this study examined alterations made to two aspects of a high school's attendance procedures over 5 years. The authors drew primarily from interviews and school documents to describe and analyze changes made by administrators, faculty, and staff. Organizing questions derived from Feldman's typology of change responses considered how individuals can elect to repair ro…
Organizational Learning in Schools and School Systems: Improving Learning, Teaching, and Leading
Teachers and administrators in school systems across the United States and Canada have been inundated during the last several decades with silver bullets and quick fixes in an effort to improve education. The reforms have had limited success and little long-term effect on schools and school systems. This article proposes that organizational learning (ongoing learning in a deliberate manner with a view to improvements supporting the organization's…
Payment for Results: Effects of the Kentucky and Maryland Group-Based Performance Award Programs
The research reported in this article was supported by Grant 97001184000 from the Pew Charitable Trusts and the U.S. Department of Education, Office of Educational Research and Improvement, National Institute of Educational Goverance, Finance, Policy-Making and Management, to the Consortium for Policy Research in Education (CPRE) and the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison (Grant OERI-R308…
Teachers talk about teaming and leadership in their work
T EACHERS JUGGLE MANY ROLES in their work lives. Throughout the past 15 years of school reform, many teachers have been asked to juggle more and faster as reformers seek to expand the roles teachers play. One issue in the preparation of teachers of high quality might well be how teachers come to juggle these roles successfully. In this article, we focus on the strategies four teachers have used to incorporate two roles, teaming and leadership, in…
Work‐home conflict among nurses and engineers: Mediating the impact of role stress on burnout and satisfaction at work
Using structural equation modeling, this paper compares a more traditional, unmediated model of work‐based role stress and its consequences on job satisfaction and burnout to two models in which the role stress‐affective work outcome relationship is mediated (partially and completely) by work‐home conflict across two samples of public sector professionals: engineers and nurses. The findings indicate that a model in which role conflict and overloa…
Professionals and Workplace Control: Organizational and Demographic Models of Teacher Militancy
Using a sample of 524 elementary and 816 secondary school teachers, the authors evaluate the plausibility of seven alternative models of the determinants of teacher militancy concerning issues of workplace control. The findings suggest that the more plausible models are those that explain militancy as a function of (a) the extent of the teacher's integration into the organization and (b) the teacher's affective response to organizational conditio…
Work Processes, Role Conflict, and Role Overload: The Case of Nurses and Engineers in the Public Sector
This study examined five sets of work process variables with respect to their relationship with role conflict and role overload among samples of public sector nurses and engineers. The findings suggest that managerial strategies appropriate for minimizing role conflict are not necessarily appropriate for minimizing role overload. The findings also suggest that, in the context of public sector employment, some work process predictors of role confl…
Who's on First: School Reform, Teacher Participation, and the Decision-Making Process
Organizational Analysis of Stress: The Case of Elementary and Secondary Schools
This article is an organizational analysis of stress in 42 elementary school organizations and 45 secondary school organizations. Organizational stress is operationalized as the aggregate average response to survey questions on the teachers' level of general stress on the job. The predictors of stress differ for elementary school organizations and secondary school organizations. Among the independent variables emerging as important are role ambig…
Work‐home conflict among nurses and engineers: Mediating the impact of role stress on burnout and satisfaction at work
Using structural equation modeling, this paper compares a more traditional, unmediated model of work‐based role stress and its consequences on job satisfaction and burnout to two models in which the role stress‐affective work outcome relationship is mediated (partially and completely) by work‐home conflict across two samples of public sector professionals: engineers and nurses. The findings indicate that a model in which role conflict and overloa…
Work Processes, Role Conflict, and Role Overload: The Case of Nurses and Engineers in the Public Sector
This study examined five sets of work process variables with respect to their relationship with role conflict and role overload among samples of public sector nurses and engineers. The findings suggest that managerial strategies appropriate for minimizing role conflict are not necessarily appropriate for minimizing role overload. The findings also suggest that, in the context of public sector employment, some work process predictors of role confl…
Professionals and Workplace Control: Organizational and Demographic Models of Teacher Militancy
Using a sample of 524 elementary and 816 secondary school teachers, the authors evaluate the plausibility of seven alternative models of the determinants of teacher militancy concerning issues of workplace control. The findings suggest that the more plausible models are those that explain militancy as a function of (a) the extent of the teacher's integration into the organization and (b) the teacher's affective response to organizational conditio…
Organizational Analysis of Stress: The Case of Elementary and Secondary Schools
This article is an organizational analysis of stress in 42 elementary school organizations and 45 secondary school organizations. Organizational stress is operationalized as the aggregate average response to survey questions on the teachers' level of general stress on the job. The predictors of stress differ for elementary school organizations and secondary school organizations. Among the independent variables emerging as important are role ambig…
Organizational Learning in Schools and School Systems: Improving Learning, Teaching, and Leading
Teachers and administrators in school systems across the United States and Canada have been inundated during the last several decades with silver bullets and quick fixes in an effort to improve education. The reforms have had limited success and little long-term effect on schools and school systems. This article proposes that organizational learning (ongoing learning in a deliberate manner with a view to improvements supporting the organization's…
Campus Racial Climate: A Litmus Test for Faculty Satisfaction at Four-Year Colleges and Universities
This article reports on a study that investigated the relationship between three dimensions of campus racial climate and faculty satisfaction with a large, nationally representative faculty sample (N = 29,169), using a multilevel structural equation model. Results indicate that campus racial climate has a large and highly significant effect upon faculty satisfaction at the individual level
Payment for Results: Effects of the Kentucky and Maryland Group-Based Performance Award Programs
The research reported in this article was supported by Grant 97001184000 from the Pew Charitable Trusts and the U.S. Department of Education, Office of Educational Research and Improvement, National Institute of Educational Goverance, Finance, Policy-Making and Management, to the Consortium for Policy Research in Education (CPRE) and the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison (Grant OERI-R308…
Teachers talk about teaming and leadership in their work
T EACHERS JUGGLE MANY ROLES in their work lives. Throughout the past 15 years of school reform, many teachers have been asked to juggle more and faster as reformers seek to expand the roles teachers play. One issue in the preparation of teachers of high quality might well be how teachers come to juggle these roles successfully. In this article, we focus on the strategies four teachers have used to incorporate two roles, teaming and leadership, in…
Organizational Analysis of Stress: The Case of Elementary and Secondary Schools
This article is an organizational analysis of stress in 42 elementary school organizations and 45 secondary school organizations. Organizational stress is operationalized as the aggregate average response to survey questions on the teachers' level of general stress on the job. The predictors of stress differ for elementary school organizations and secondary school organizations. Among the independent variables emerging as important are role ambig…
Who's on First: School Reform, Teacher Participation, and the Decision-Making Process
Professionals and Workplace Control: Organizational and Demographic Models of Teacher Militancy
Using a sample of 524 elementary and 816 secondary school teachers, the authors evaluate the plausibility of seven alternative models of the determinants of teacher militancy concerning issues of workplace control. The findings suggest that the more plausible models are those that explain militancy as a function of (a) the extent of the teacher's integration into the organization and (b) the teacher's affective response to organizational conditio…
Work Processes, Role Conflict, and Role Overload: The Case of Nurses and Engineers in the Public Sector
This study examined five sets of work process variables with respect to their relationship with role conflict and role overload among samples of public sector nurses and engineers. The findings suggest that managerial strategies appropriate for minimizing role conflict are not necessarily appropriate for minimizing role overload. The findings also suggest that, in the context of public sector employment, some work process predictors of role confl…
Work‐home conflict among nurses and engineers: Mediating the impact of role stress on burnout and satisfaction at work
Using structural equation modeling, this paper compares a more traditional, unmediated model of work‐based role stress and its consequences on job satisfaction and burnout to two models in which the role stress‐affective work outcome relationship is mediated (partially and completely) by work‐home conflict across two samples of public sector professionals: engineers and nurses. The findings indicate that a model in which role conflict and overloa…
Teachers talk about teaming and leadership in their work
T EACHERS JUGGLE MANY ROLES in their work lives. Throughout the past 15 years of school reform, many teachers have been asked to juggle more and faster as reformers seek to expand the roles teachers play. One issue in the preparation of teachers of high quality might well be how teachers come to juggle these roles successfully. In this article, we focus on the strategies four teachers have used to incorporate two roles, teaming and leadership, in…
Payment for Results: Effects of the Kentucky and Maryland Group-Based Performance Award Programs
The research reported in this article was supported by Grant 97001184000 from the Pew Charitable Trusts and the U.S. Department of Education, Office of Educational Research and Improvement, National Institute of Educational Goverance, Finance, Policy-Making and Management, to the Consortium for Policy Research in Education (CPRE) and the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison (Grant OERI-R308…
Organizational Learning in Schools and School Systems: Improving Learning, Teaching, and Leading
Teachers and administrators in school systems across the United States and Canada have been inundated during the last several decades with silver bullets and quick fixes in an effort to improve education. The reforms have had limited success and little long-term effect on schools and school systems. This article proposes that organizational learning (ongoing learning in a deliberate manner with a view to improvements supporting the organization's…
Teacher Role Stress, Satisfaction, Commitment, and Intentions to Leave: A Structural Model
Structural equation modeling was used to assess the plausibility of a conceptual model specifying hypothesized linkages among teachers' perceptions of the role stresses of role ambiguity, role conflict, and role overload and commitment, satisfaction, and intentions to leave their employing school. 178 teachers in four high schools in a southern coastal region of California responded to survey questions designed to capture the above constructs. Co…
Organizational Routines in Flux: A Case Study of Change in Recording and Monitoring Student Attendance
Using an organizational theory to study how people can actually change routines, this study examined alterations made to two aspects of a high school's attendance procedures over 5 years. The authors drew primarily from interviews and school documents to describe and analyze changes made by administrators, faculty, and staff. Organizing questions derived from Feldman's typology of change responses considered how individuals can elect to repair ro…
Campus Racial Climate: A Litmus Test for Faculty Satisfaction at Four-Year Colleges and Universities
This article reports on a study that investigated the relationship between three dimensions of campus racial climate and faculty satisfaction with a large, nationally representative faculty sample (N = 29,169), using a multilevel structural equation model. Results indicate that campus racial climate has a large and highly significant effect upon faculty satisfaction at the individual level
Psychology (10 works) · Political science (7 works) · Pedagogy (6 works) · Sociology (6 works) · Mathematics education (5 works) · Social Psychology (5 works) · Teacher Education and Leadership Studies (4 works) · Job satisfaction (3 works) · Management (3 works) · Public relations (3 works)