The Relationship between Workaholism Tendencies and Stage of Development in a K-12 Teacher Population

Authors

Rebekah Reysen, University of Mississippi
S. Ryan Niemeyer, University of Mississippi
Amanda Winburn, University of Mississippi
Ann Monroe, University of Mississippi

Abstract

Workaholism has been defined as a compulsive devotion to work that significantly impairs other areas of an individual’s life (Selinger, 2007). Since this disorder was first conceptualized by Oates (1971), few articles have been published on the nature of workaholism tendencies for workers employed in specific occupations. A Mississippi sample was utilized for this study, for the purpose of exploring workaholism tendencies in a kindergarten through 12th grade (K-12) teacher population. Results indicate that elementary school teachers in particular may exhibit workaholism tendencies. Additionally, beginning teachers, those with more than 10 years of teaching experience, and those who teach in struggling school districts, may be the most likely to struggle with work addiction. We recommend future research be conducted on interventions that can be used within the school system itself to help work-addicted teachers develop a greater work-life balance.

Relational Format

journal article

Recommended Citation

Reysen, Rebekah; Niemeyer, S. Ryan; Winburn, Amanda; and Monroe, Ann (2014) "The Relationship between Workaholism Tendencies and Stage of Development in a K-12 Teacher Population," Journal of Contemporary Research in Education: Vol. 2: Iss. 2, Article 7.
Available at: https://egrove.olemiss.edu/jcre/vol2/iss2/7