Abstract
A battery of instruments dealing with job stress and satisfaction and social role traits was administered to 78 female special educators. Social role orientation (instrumental, expressive, balanced, undifferentiated), as measured by a modified version of the Bem Sex Role Inventory, was determined for each teacher. The relationship between social role orientation and job stress and satisfaction was examined. Shifts in teachers' social role composition from off the job to on the job were examined regarding four indices of stress and satisfaction. A balanced social role orientation on the job was associated with higher levels of job satisfaction and lower levels of job stress. Higher levels of instrumentality on the job and off the job and higher levels of expressivity on the job and off the job were associated with higher levels of personal accomplishment and lower levels of depersonalization.
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Eichinger, J., Heifetz, L.J. & Ingraham, C. Situational shifts in sex role orientation: Correlates of work satisfaction and burnout among women in special education. Sex Roles 25, 425–440 (1991). https://doi.org/10.1007/BF00292532
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DOI: https://doi.org/10.1007/BF00292532