Organizational Consulting_Psyc3310

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1 Organizational Consulting Project Mary Hammed University of Houston PSYC 3310: Industrial-Organizational Psychology Lucy Schoolfield May 8, 2023

2 Organizational Consulting Project The Houston Montessori Center, part of the American Montessori Society, is the career center that aspiring Montessori educators attend in order to be accredited and undergo training to be able to upraise the Montessori curriculum fully and efficiently in schools and school organizations. Motivation Strategies During Mrs. Dawood’s interview regarding her position as the Lead Montessori Teacher at Houston Peace Academy, the Montessori educators and supervisors have various techniques to motivate each employee, especially as stressful as a teaching job. In the Montessori setting, Mrs. Dawood has mentioned a few motivational theories that help motivate her and her peers such as Self-Determination Theory (SDT). Every few months, one of Mrs. Dawood’s supervisors hosts a workshop that enhanced each Montessori teacher’s skills and intellect. In the workshop, Mrs. Dawood’s supervisor, who was also a lead Montessori teacher and later the principal of their own Montessori school, invited each Montessori teacher in the Greater Houston area for a chance to exchange skills, knowledge, how to solve problems around the Montessori curriculum such as issues with discipline and self-esteem, and how to focus on the child as they are the center for learning. Each workshop was set in a Montessori setting, where everyone sat in circles and spoke with each peer to discuss their teachers’ competence and provide each other with support and how to further strengthen their roles. To further strengthen each teacher’s ability for professional growth, virtual and in-person training is mandatory for each Montessori teacher to finish at least twenty-five hours at the end of each school year. Notably, it is credible to know that an optional conference and workshop are held annually in the Montessori Society of Michigan to help strengthen each Montessori teacher and their professional growth. SDT also

3 creates a purpose-driven culture that reinforces the purpose of Montessori education. One reinforcer for this is ‘Service Day’, at the end of each semester, each Montessori teacher must attend brief meetings to discuss and connect the broad goals and overall motivation into the next school semester. Furthermore, feedback and recognition are an important part of Self- Determination Theory as well, regular feedback is provided upon observation, either monthly or bimonthly, constructively to focus on areas of improvement while also acknowledging each Montessori teacher’s hard work. Creating a purpose-driven culture helps each teacher remember what Montessori pedagogy all is about. Self-Determination Theory is an efficient approach to upholding motivation while promoting personal growth, Slemp et al. (2021), as a study that was done backed the effectiveness of Self-Determination Theory when promoting basic psychological needs in organizations. However, the research behind the effectiveness is usually seen as lacking more evidence, especially as one study found no change in the environment post-intervention. There are several different motivational theories to consider that may work more efficiently in order to improve motivation among Montessori educators. Teacher burnout has become a normalized aspect of an everyday job description for every teacher, regardless of the concertation of the curriculum. Intrinsic motivation has been negatively associated with job burnout, motivational regulations are needed in order to avoid or lessen a job burnout (Fernet et al., 2017). One credible change that may be suggested is the emphasis on teachers performing certain tasks as it is strongly associated with burnout when teachers are expected to perform regardless of motivation. It is sufficient to note that taking each teacher’s best interest in mind with job satisfaction may be correlated to less burnout. When imposing regular meetings, ‘mental health days’, counseling options, and even a social event outside of the job environment, teachers may

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4 be having less burnout as opposed to motivating teachers when SDT places a strong emphasis on its intrinsic motivation, as in individuals are at their optimal motivation when each individual is taking part in activities for their own enjoyment. SDT lessens the focus on extrinsic motivation which may be also a driving factor to burnout and less motivation. Job Stressors When the interview was conducted with Mrs. Dawood, burnout was the optimal result for most stressors each Lead Montessori teacher goes through. Mrs. Dawood mentioned the time restrictions when Montessori teachers plan for their lessons year-round. Being able to balance lesson planning, teaching new objectives, and spending extra time on each child to ensure they are learning the required material may be time-consuming and optimally leading to stress when it impacts a teacher’s household balance. Mrs. Dawood has mentioned the need to ensure each child is being creative while also promoting each child’s self-independence and educational growth. These factors can take a toll on a teacher’s work-life balance and may be extremely time-consuming. Each Montessori child has their own flow chart and lessons are individually instructed. Additionally, parental expectations can be quite stressful as well, some parents, as Mrs. Dawood mentioned, happen to expect the teacher to raise their child at school. Involving parents in their children’s progress through communication and parents not believing their children may be falling behind while expecting the teacher to do all the work takes charge. In the Montessori curriculum, each child is required to be able to at least go to the bathroom by themselves, while also emotional resilience is required to efficiently be able to manage parental communications and problems children may have in a Montessori setting. When children in Montessori stumble upon an incorrect answer, Mrs. Dawood as the Lead Montessori teacher

5 cannot correct their wrongs. It is crucial for the Montessori curriculum to uphold these standards as it may be the leading stressor when a teacher cannot correct their student's wrongs. According to Clauss et al. (2021), psychological detachment from work can be an efficient way to mitigate stress. Through the Psychological Detachment Theory, each individual can recover from work-related stress by detaching completely from work. The stressor- detachment model (SDM) is used to balance job stressors and psychological detachment as well. Emotional exhaustion is great in numbers amongst teachers, and when each teacher like Mrs. Dawood fully detaches from work, they can eventually lessen their stress levels. Most teachers take their work home, like grading papers, communicating with parents, and even tutoring. One fundamental change to this would be to set boundaries and be known that a teacher will not be reachable after school hours, thus greatly reducing taking stressors home that may be conflicting with household and work-life balance. To further support the stressor-detachment mode, a study by Sianoja et al. (2018) was conducted to test the direct effects after over one year. According to the study, it was investigated whether each individual’s workload and detachment were closely correlated to changes, either positive, negative or no change, in exhaustion and issues with sleep. The study showed that a high workload was closely linked to an increase in exhaustion. However, it is credible to understand that poor psychological detachment would still be a risk factor for the strain outcomes over time (Sianoja et al., 2018). One other way to mitigate stress as a whole for teachers is to build better measures of role ambiguity and conflict. According to Bowling et al. (2017), the study concluded the validity of both role stressors is supported to build better measures when it comes to teachers. Through role ambiguity, it is crucial to have a clear understanding of a teacher’s job description and avoid the lack of clarity when parents, for example, expect teachers to raise their children. As for role

6 conflict, it is closely correlated to role ambiguity to set clear boundaries between parents and teachers to fully understand the complete job description as well as a teacher does. As stressors like these usually always lead teachers to be the parental figure at school when they are only the authoritative figure.

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7 References Bowling, N. A., Khazon, S., Alarcon, G. M., Blackmore, C. E., Bragg, C. B., Hoepf, M., Barelka, A. J., Kennedy, K. D., Wang, Q., & Li, H. (2017). Building better measures of role ambiguity and role conflict: The validation of new role stressor scales. Work & Stress , 31 (1), 1–23. https://doi.org/10.1080/02678373.2017.1292563 Clauss, E., Hoppe, A., Schachler, V., & O’Shea, D. C. (2021). Occupational self-efficacy and work engagement as moderators in the stressor-detachment model. Work & Stress , 35 (1), 74–92. https://doi.org/10.1080/02678373.2020.1743790 Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: Job- or task-specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress , 31 (2), 145– 163. https://doi.org/10.1080/02678373.2017.1303758 Sianoja, M., Kinnunen, U., Mäkikangas, A., & Tolvanen, A. (2018). Testing the direct and moderator effects of the stressor–detachment model over one year: A latent change perspective. Work & Stress , 32 (4), 357– 378. https://doi.org/10.1080/02678373.2018.1437232 Slemp, G. R., Lee, M. A., & Mossman, L. H. (2021). Interventions to support autonomy, competence, and relatedness needs in organizations: A systematic review with recommendations for research and practice. Journal of Occupational and Organizational Psychology , 94 (2), 427–457. https://doi.org/10.1111/joop.12338

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