Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting

Mazerolle, Stephanie M.; Myers, Sarah L.; Walker, Stacy E.; Kirby, Jessica L.

doi:10.4085/1062-6050-72-17

Cited by 7 publications

(6 citation statements)

References 25 publications

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“…These results are especially important since PC has a distinct and strong effect on teacher attitudes and behavior since professionally committed teachers are associated with different expertise and perspectives. Similarly, teachers committed to the school are more effective and connected emotionally to their role promoting school improvement (Mazerolle et al. , 2018).…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…First, traditional views of leadership have focused on the principal, overlooking the impact of middle-leaders on teachers' job attitudes (Berkovich, 2018). Second, teachers' PC and OC contribute to positive and healthy schoolwork environments (Mazerolle et al, 2018). Finally, previous research has shown that leadership behavior is influenced by leaders' personality traits and that different combinations of personality traits are differentially related to TL (Tepper et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Middle-leaders' transformational leadership: big five traits and teacher commitment

Zadok,

Benoliel

2023

IJEM

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PurposeThe present study aimed to investigate whether the sub-dimensions of transformational leadership are differently influenced by middle-leaders’ personality traits from the Big Five typology, namely, extraversion, conscientiousness, openness to experience, agreeableness, and neuroticism, and whether the sub-dimensions of transformational leadership influence teachers' professional and organizational commitment differentially.Design/methodology/approachData were collected from two sources: 114 middle-leaders and 282 teachers randomly chosen from elementary schools in Israel. Hierarchical regression analyses and structural equation modelling were used to test the research hypotheses.FindingsFirst, the findings indicated that the teachers perceived their middle-leaders as transformational leaders without distinguishing between the sub-dimensions. Second, transformational leadership was positively correlated to teachers' professional and organizational commitment. Finally, positive relationships were found between the middle-leaders personality traits of agreeableness and openness to experience and teachers’ commitment. The study findings point to two paths to facilitate teachers' professional and organizational commitment, either through the middle-leaders transformational leadership or their personality.Originality/valueAlthough recent research has shown that leaders' personal traits are critical components in leading a team effectively and promoting employee behaviors, few studies in the educational context have focused on the differential impact of the Big Five typology on middle-leaders’ tendency toward the sub-dimensions of transformational leadership (TL) and its implications for teachers' commitment. By integrating research from both educational and non-educational literature, the goal of the present study, then, is to address these important yet relatively unstudied issues.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Middle-leaders' transformational leadership: big five traits and teacher commitment

Zadok,

Benoliel

2023

IJEM

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“…Enthusiasm and passion for the patient population and work setting have been identified as reasons recent graduates maintain their commitment to the profession of athletic training. 19 Our participants described instances of being similarly engaged in their positions, leading them to persist in the field.…”

Section: Career Persistencementioning

confidence: 92%

Career Aspirations of Recent Graduates From Professional Master's-Level Athletic Training Programs

Barrett

Bowman

Singe

et al. 2022

Athletic Training Education Journal

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Context Transition to clinical practice is a topic receiving substantial attention. Many reports have focused on the educational program's role and have stopped short of identifying the impact of the initial year of employment on desire to persist and future career goals. Objective To examine the career aspirations of athletic trainers in their first year of employment who graduated from professional master's programs. Design Qualitative. Setting Nine professional master's athletic training programs, variety of employment settings. Patients or Other Participants Seven men and 7 women (age = 25.6 ± 3.7 years). Data Collection and Analysis A general inductive approach was used to analyze data from individual interviews conducted 6 and 12 months into the first year of clinical practice. Multiple-analyst triangulation and peer review ensured credibility. Results Graduates of professional master's programs in athletic training plan to stay in the profession. However, newly credentialed athletic trainers do not plan to remain with their initial employer beyond 2 years; 11 of 14 participants (79%) stated their first job was transitional. The first year of employment did not change participants' perceptions, as the graduates knew upon taking their first job that it would be temporary. Though participants planned to change jobs, most (79%) planned to continue to engage in clinical practice as athletic trainers. Conclusions Understanding newly credentialed athletic trainers' perceptions of the impact of the first year of employment can provide educators and employers important insight to assist in retention and persistence of young professionals. Graduates regard their first years of employment as impermanent. However, the majority do not wish to leave clinical practice. Participants viewed their first job as a way to gain valuable experience that did not dissuade them from continuing in the field. Recent graduates demonstrated ambitions to experience different work settings and higher-level positions with greater responsibilities.

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“…13 The term also allows for an examination of changes across years of experience in participants. Athletic training literature has examined issues of transition to practice, professional socialization, and orientation, [14][15][16][17] but has not included an examination of competency proficiency in new-to-practice ATs.…”

Section: Introductionmentioning

confidence: 99%

Leadership Proficiency: Perspectives of Athletic Trainers New to Practice

Handlos

Ludwig

2019

Athletic Training Education Journal

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Context A broad range of knowledge, skills, and abilities related to leadership has been suggested as essential for development during the athletic training education process. Though the importance of these characteristics has been established, researchers have not yet evaluated the self-perceived proficiency levels of new-to-practice athletic trainers (ATs). Objective To determine the level of self-perceived proficiency attained on key leadership competencies by new-to-practice ATs and to determine which factors relate to increased levels of self-perceived proficiency. Design Quantitative survey research. Setting Online questionnaire. Patients or Other Participants One hundred seventy-three ATs within their first 5 years of practice participated in the study. Main Outcome Measure(s) Participants completed a Web-based questionnaire developed by the researchers to determine the self-perceived level of proficiency attained by the new-to-practice AT on 5 key leadership competencies. One open-ended response item allowed participants to suggest educational experience changes that could lead to increased proficiency in the 5 key leadership competencies. Results Athletic trainers who completed their professional education at the master's level selected higher self-perceived proficiency levels for the competency knowledgeable than those who completed bachelor's degrees to complete their professional athletic training requirements. As years of practice increased, ATs perceived higher levels of proficiency in the competencies of knowledgeable, ethical practice, and credible. Level of self-perceived proficiency ratings for adaptable and resilient were significantly lower than those for other competencies, regardless of demographic variables. Conclusions Completion of professional education at the master's degree level resulted in increased self-perceived levels of knowledge in new-to-practice ATs. Self-perceived proficiency in the characteristic of adaptability and resilience lags behind other key competencies even as years of practice increase. Instructors could use pedagogical and curricular strategies from other health care professions to increase adaptability and resilience in athletic training students.

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Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting

Cited by 7 publications

References 25 publications

Middle-leaders' transformational leadership: big five traits and teacher commitment

Middle-leaders' transformational leadership: big five traits and teacher commitment

Career Aspirations of Recent Graduates From Professional Master's-Level Athletic Training Programs

Leadership Proficiency: Perspectives of Athletic Trainers New to Practice

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