Workplace Attachment and Meaning of Work in a French Secondary School

Rioux, Liliane; Pignault, Anne

doi:10.1017/sjp.2013.42

Cited by 7 publications

(5 citation statements)

References 51 publications

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“…The attached place is meaningful for a person (Lewicka, 2011) and what happens in that place is consistent with his or her values (Scannell and Gifford, 2010). Workplace attachment can be viewed as part of organizational culture that helps an employee to fit into the organization (Rioux and Pignault, 2013).…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

“…Hazan and Shaver (1990) found that employees who are attached to their workplace have a higher level of satisfaction, Curtis and Upchurch (2008) have pointed out that employees’ place attachment reduces their likelihood of leaving their job and improves their performance. The study of teachers carried out by Rioux and Pignault (2013) indicated that more than half of the teachers identified the classroom as a place giving meaning to work, whereas extracurricular time spent at school was related to their attachment to the school (workplace attachment).…”

Section: Literature Review and Hypothesismentioning

confidence: 99%

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School leadership, teacher’s psychological empowerment and work-related outcomes

Kõiv

Liik

Heidmets

2019

IJEM

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Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

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Section: Literature Review and Hypothesismentioning

confidence: 99%

Section: Literature Review and Hypothesismentioning

confidence: 99%

School leadership, teacher’s psychological empowerment and work-related outcomes

Kõiv

Liik

Heidmets

2019

IJEM

View full text Add to dashboard Cite

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“…Rioux (2005) proposed the first application of a scale 1 measuring workplace attachment among administrative staff. Subsequent use of this scale with hospital staff (Velasco & Rioux, 2010) and high school teachers (Rioux & Pignault, 2013a) showed that attachment to the workplace is a predictor of job satisfaction, of organizational affective commitment and organizational citizenship behaviours. Scrima (2014) found that the more employees are attached to their P e r s o n n e l R e v i e w workplace, the higher their level of affective commitment.…”

Section: The Workplace Attachment and The Workplace Attachment Stylesmentioning

confidence: 99%

“…Hidalgo and Hernandez, 2001; Lewicka, 2005, 2010). Based on the theory of place attachment proposed by Shumaker and Taylor (1983) and further developed by Giuliani (1991) and Altman and Low (1992), it is defined as the affective component of the relationship between a person and a place (Bonnes and Secchiaroli, 1995; Fornara et al , 2010; Rioux and Pignault, 2013a).…”

Section: Conceptual Background and Theorymentioning

confidence: 99%

I hate my workplace but I am very attached to it: workplace attachment style

Scrima

Rioux

Stefano

2017

Self Cite

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Purpose-The aim of this study was to investigate whether different patterns of workplace attachment exist and to explore the relations between adult attachment styles and the level of workplace attachment. Design/methodology/approach-Participants were 351 Italian employees who completed a questionnaire composed of the Workplace Attachment Scale and the Relationship Questionnaire. Data were analyzed using correspondence analysis. Findings-The results showed that high scores on workplace attachment correlated significantly with secure attachment style, while low scores correlated with insecure attachment styles. These results shed light on different workplace attachment styles. Research limitations/implications-The limitation in this study mostly concern the use of selfreporting instruments to measure the participants' attachment style, since they may be susceptible to distortions. However, the distribution of attachment styles in our sample is similar to the worldwide distribution, which supports our choice. Practical implications-To the extent that it is possible to identify a specific workplace attachment style, it should also be possible to change some of the HR management practices inducing employees to develop a workplace secure attachment style. Originality/value-Researchers tended to ignore the extension of the adult attachment behavioral system to examine core environmental relationships. The present study, applying Attachment Theory to workplace attachment, provides theoretical support that the bonds that an individuals form with workplace can be classified as attachment bonds.

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“…Curtis and Upchurch (2008) found that employees' place attachment reduces their likelihood of leaving their job and improves their performance. A study of teachers carried out by Rioux and Pignault (2013), focusing on the meaning of work, confirmed that teachers identify the classroom as a place giving meaning to work, whereas extracurricular time spent at school was related to their attachment to the school as an organization. However, teachers are dissatisfied with their school buildings; and in a 2005 study of Chicago and Washington, D.C. teachers titled "Fix it and they might stay," teachers in both cities reported facing daily problems with their school buildings (Buckley et al, 2005).…”

Section: Teachers At Workmentioning

confidence: 96%

Toxic schools? Teacher perceptions of indoor air quality and negative place attachment

Loraas¹

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The perception of indoor air quality (IAQ) in school buildings has garnered much attention. The self-reported experiences of teachers regarding the phenomenon of suffering from toxic IAQ was missing from scholarly work before the onset of the coronavirus. Toxic IAQ can be defined as the presence of toxic chemicals or compounds (including biological) in the air at levels that pose health risks and can affect a person's health, comfort, and performance (Environmental Protection Agency [EPA], 2018a). Since the onset of the pandemic, teachers are leaving the workforce in unprecedented numbers due to poor working conditions, unreasonable demands, and unrealistic expectations (Steiner and Woo, 2021). Addressing teacher retention is critical to stymie continuing teacher shortages and the adverse impact on students. This sequential mixed-methods study confronts the gap between place theory, specifically the negative emotional person-place bond, and perceived IAQ in public school buildings. Little research has been presented on the role the physical workplace has on teacher well-being and whether psychosociological environmental relationships can predict place attachment outcomes. The question of how teacher perceptions of IAQ relate to negative place attachment was explored using survey research of 242 educators in four public school districts in the Midwest. Survey data was collected April-May of 2021, with 13 follow-up purposive interviews, with the criteria of teachers' presenting negative place attachment feelings, during August 2021. The research revealed the more teachers realize their health concerns about toxic IAQ in their workplace, the more negative place attachment they feel. This involves the process of grieving, and feeling frustrated, angry, exhausted, and confused, like separation and divorce. When a teacher has crossed a threshold of divorced feelings toward the school building, they make choices: to stay employed, assigned to their building, feeling negative place attachment, ask to be reassigned, or leave. The two significant predictors of negative place attachment revealed through stepwise linear regression, were physical "healthy building" attributes and health concerns about the IEQ/IAQ in the school environment. Teachers' perceptions of aged buildings as being unhealthy, including the inoperability of classroom windows, aged carpet, and lack of ventilation were better understood by understanding what it means to occupy a workplace teachers perceive to have toxic IAQ. Employees with health conditions experienced feelings of being misunderstood, not taken seriously, and additionally faced a host of complicated social interactions with their administrators, co-workers, and family because of health ailments they attributed to their workplace. The study resulted in the creation of two new theoretic models: a revisiting of Tripartite Model of Place Attachment to include place detachment, the threshold crossed in absentia of any place attachment feelings, and an epidemiological model for addressing indoor air quality in schools and suggested interventions for practice. While these models help to develop methods, redress, and identification for negative place attachment due to indoor air quality, it was not possible to identify a consistent predictor of negative place attachment. This suggests that the themes identified in the interview process alongside a predictor model can help identify schools where intervention is essential.

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Workplace Attachment and Meaning of Work in a French Secondary School

Cited by 7 publications

References 51 publications

School leadership, teacher’s psychological empowerment and work-related outcomes

School leadership, teacher’s psychological empowerment and work-related outcomes

I hate my workplace but I am very attached to it: workplace attachment style

Toxic schools? Teacher perceptions of indoor air quality and negative place attachment

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