View in EDS HTML Full Text PDF Full Text

Psychological safety among K‐12 educators: Patterns over time, and associations with staff well‐being and organizational context.

Saved in:
Bibliographic Details
Title: Psychological safety among K‐12 educators: Patterns over time, and associations with staff well‐being and organizational context.
Authors: Fleming, Christopher M. (AUTHOR), Calvert, Hannah G. (AUTHOR), Turner, Lindsey (AUTHOR)
Source: Psychology in the Schools. Jun2024, Vol. 61 Issue 6, p2315-2337. 23p.
Subjects: Psychological safety, Job performance, Well-being, Job stress, COVID-19 pandemic, Psychological burnout, Maslach Burnout Inventory, Violence in the workplace, Perceived discrimination
Abstract: Psychological safety is a psychosocial construct that reflects an individual's perception of social risk in the work environment, and is related to employee performance and well‐being, including job satisfaction and burnout. Psychological safety remains relatively understudied among educators, including its patterns over time and relationships with other aspects of the school environment. This study explored patterns of psychological safety over 4 years among 769 staff at 20 rural K‐12 schools, before and during the COVID‐19 pandemic, and the associations of these patterns with work‐associated well‐being and organizational context outcomes. Repeated measures latent profile analyses identified a 3‐class solution of stable‐high (51.0%), stable‐medium (44.8%), and dynamic‐low (4.2%) psychological safety classes. Those in the stable‐high class had consistently better outcomes, including less burnout and greater self‐efficacy, and better perceived organizational context and climate, compared to other classes. Among educators, psychological safety is generally stable, and reliably differentiates other important outcomes. Interventions fostering greater psychological safety may improve perceptions of the school environment and reduce burnout. Practitioner points: Psychological safety varies among educators, but is typically stable over time.Greater psychological safety is consistently associated with greater perceived supports and lower burnout.Interventions to improve psychological safety among educators may improve their resilience to stress in the workplace. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 177040755
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Psychological safety among K‐12 educators: Patterns over time, and associations with staff well‐being and organizational context.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Fleming%2C+Christopher+M%2E%22">Fleming, Christopher M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Calvert%2C+Hannah+G%2E%22">Calvert, Hannah G.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Turner%2C+Lindsey%22">Turner, Lindsey</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jun2024, Vol. 61 Issue 6, p2315-2337. 23p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Psychological+safety%22">Psychological safety</searchLink><br /><searchLink fieldCode="DE" term="%22Job+performance%22">Job performance</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Job+stress%22">Job stress</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Maslach+Burnout+Inventory%22">Maslach Burnout Inventory</searchLink><br /><searchLink fieldCode="DE" term="%22Violence+in+the+workplace%22">Violence in the workplace</searchLink><br /><searchLink fieldCode="DE" term="%22Perceived+discrimination%22">Perceived discrimination</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Psychological safety is a psychosocial construct that reflects an individual's perception of social risk in the work environment, and is related to employee performance and well‐being, including job satisfaction and burnout. Psychological safety remains relatively understudied among educators, including its patterns over time and relationships with other aspects of the school environment. This study explored patterns of psychological safety over 4 years among 769 staff at 20 rural K‐12 schools, before and during the COVID‐19 pandemic, and the associations of these patterns with work‐associated well‐being and organizational context outcomes. Repeated measures latent profile analyses identified a 3‐class solution of stable‐high (51.0%), stable‐medium (44.8%), and dynamic‐low (4.2%) psychological safety classes. Those in the stable‐high class had consistently better outcomes, including less burnout and greater self‐efficacy, and better perceived organizational context and climate, compared to other classes. Among educators, psychological safety is generally stable, and reliably differentiates other important outcomes. Interventions fostering greater psychological safety may improve perceptions of the school environment and reduce burnout. Practitioner points: Psychological safety varies among educators, but is typically stable over time.Greater psychological safety is consistently associated with greater perceived supports and lower burnout.Interventions to improve psychological safety among educators may improve their resilience to stress in the workplace. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=177040755
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.23165
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 2315
    Subjects:
      – SubjectFull: Psychological safety
        Type: general
      – SubjectFull: Job performance
        Type: general
      – SubjectFull: Well-being
        Type: general
      – SubjectFull: Job stress
        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Psychological burnout
        Type: general
      – SubjectFull: Maslach Burnout Inventory
        Type: general
      – SubjectFull: Violence in the workplace
        Type: general
      – SubjectFull: Perceived discrimination
        Type: general
    Titles:
      – TitleFull: Psychological safety among K‐12 educators: Patterns over time, and associations with staff well‐being and organizational context.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Fleming, Christopher M.
      – PersonEntity:
          Name:
            NameFull: Calvert, Hannah G.
      – PersonEntity:
          Name:
            NameFull: Turner, Lindsey
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 00333085
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Psychology in the Schools
              Type: main
ResultId 1