∙ What About Supervision Matters? What About Supervision Matters? What About Supervision Matters? What About Supervision Matters? Supervision Satisfaction as a Predictor of Supervision Satisfaction as a Predictor of i Turnover Intentions Turnover Intentions Marnie Shapiro Marnie Shapiro , Meline Meline Pogosjana Pogosjana, Amanda Valencia, , Amanda Valencia, Alyssa Alyssa Rylander Rylander, & Ellie , & Ellie Kazemi Kazemi, C lif i St t Ui it N th id C lif i St t Ui it N th id Calif ornia State University, Northridge Calif ornia State University, Northridge 1
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What About Supervision Matters?What About Supervision Matters?What About Supervision Matters? What About Supervision Matters? Supervision Satisfaction as a Predictor of Supervision Satisfaction as a Predictor of
C lif i St t U i it N th idC lif i St t U i it N th idCalifornia State University, NorthridgeCalifornia State University, Northridge
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What is Supervision?What is Supervision?·∙ What is Supervision?What is Supervision?
• One‐on‐one guidance
• The difference between supervision and training:o Training is usually conducted in a group setting
o Supervision is much more hands‐on and personalized
• Developed an evidence‐based supervision curriculum that trains supervisors on how best to motivate direct staff (Reid Parsons & Green 2011)motivate direct staff (Reid, Parsons, & Green, 2011)
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Previous ResearchPrevious Research∙
• Firth, Mellor, Moore, & Loquet, 2004 (N= 173)
• Administered a questionnaire that measured:o Commitment to organization (i.e., turnover)
J b ti f tio Job satisfaction
o Stress
o Supervision satisfaction p
• Emotional support buffered against stress and turnover
• Conclusion: Managers must monitor supervisor and supervisee relationship
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Previous ResearchPrevious Research∙ Previous ResearchPrevious Research
• Special Educators (Billingsley, 2004; Miller et al., 1999):Special Educators (Billingsley, 2004; Miller et al., 1999):
o Perceived supervisory/administrative support to be adequate = remain at the job
o Perceived supervisory/administrative support to be inadequate = leave job
Likely to LeaveLeave (N= 45) Likely to StayStay (n= 53)
pp
20
25
20
25
10
15
10
15
f Par
ticip
ants
0
5
0
5# of
Very Dissatisfied
Dissatisfied Can't Decide
Satisfied Very Satisfied
Very Dissatisfied
Dissatisfied Can't Decide
Satisfied Very Satisfied
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∙ SummarySummary∙ SummarySummary
Turnover
o way supervisor
TurnoverIntentions
o way supervisor
Satisfaction with EthicalEthicalStandards
Satisfaction with PersonaPersonalRelationship
Satisfaction with ProfessionalProfessionalRelationship
Supervision Satisfaction
Satisfaction with the way supervisor handles coworkerscoworkers pp
ReferencesReferences∙ ReferencesReferences• Billingsley, B. S. (2004). Special Education Teacher Retention and Attrition: A
Critical Analysis of the Research Literature. The Journal of Special d i 38( ) 39Education, 38(1), 39‐55.
• Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, I.L., & Rhoades, L (2002) Perceived supervisor support: Contributions to perceivedL.(2002). Perceived supervisor support: Contributions to perceived organizational support and employee retention. Journal of Applied Psychology,87(3), 565‐573.
• Miller, M. D., Brownell, M., & Smith, S. W. (1999). Factors that predict
teachers staying in, leaving, or transferring from the special education
• Reid, D. H., Parsons, M.B., & Green, C. W. (2011). The Supervisor training curriculum: Evidence‐based ways to promote work quality and enjoyment among support y p q y j y g ppstaff . Washington, D.C. : American Association on Intellectual and Developmental Disabilities.