Peter A. Bamberger

Causal models of role stressor antecedents and consequences: The importance of occupational differences

Abstract Researchers have examined the issue of role stress—its antecedents and its consequences—across a variety of organizational and occupational contexts. In doing so, a generic model of the interrelationships among role stressor antecedents and consequences seems to have emerged. This paper examines some of the possible weaknesses in such a model, particularly the implicit tendency to ignore differences in occupational structure and culture when developing and testing models of role stressors. By comparing this generic model with two alternative occupation-specific models of role stressor antecedents and consequences across samples drawn from two professions (nurses and engineers), this study finds that occupation-specific models (especially those positing direct paths between role stressor antecedents and consequences) are significantly more plausible than the generic model upon which they are based. The findings suggest that when organizational theorists discuss the appropriate techniques for managing professionals in organizations, they should avoid a generic managerial model, and try to explicate models which are specific to particular occupational cultures.

Work Design, Role Conflict, and Role Ambiguity: The Case of Elementary and Secondary Schools

This paper examines four sets of work design variables with respect to their relationship with role conflict and role ambiguity in elementary and secondary schools. The findings suggest that managerial strategies appropriate for minimizing role conflict are not necessarily those appropriate for minimizing role ambiguity, and that the determinants of role stress in elementary schools are somewhat different from the determinants of role stress in secondary schools. The findings also suggest that, in contrast with some of the assumptions of recent school restructuring efforts, in elementary and secondary school organizations, managerial strategies that reflect professional ethos may have no impact on teacher-reported role conflict and role ambiguity. Indeed, the findings suggest that in secondary schools, certain managerial strategies which run counter to professional ethos may in fact reduce organizational role conflict and ambiguity. Policy implications for elementary and secondary schools are discussed.