∙ 

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 

iiTurnover IntentionsTurnover Intentions

Marnie Shapiro Marnie Shapiro , , MelineMeline PogosjanaPogosjana, Amanda Valencia,, Amanda Valencia,Alyssa Alyssa RylanderRylander, & Ellie , & Ellie KazemiKazemi,,

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

•• Emotional SupportEmotional SupportEmotional SupportEmotional Supporto Demonstrating  appreciation

o Taking an interest in work

o Perpetuating open communication

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MethodsMethods∙  MethodsMethods

The Supervision Satisfaction Scale (α = .80)The Supervision Satisfaction Scale (α  .80)• Adapted from  Eisenberg’s (2002) study• Five items with the highest reliability were usedg y• 5‐point Likert scale measuring perceived supervisor 

supportl “ ( ) ll ( ) b ll b ”o Example “My supervisor(s) really care(s) about my well‐being.”

1       2       3       4      5 

In this study, The Supervision Satisfaction Scale n this study, The Supervision Satisfaction Scale α α = .90= .90

Strongly Disagree Strongly Agree Strongly Disagree Strongly Agree

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∙ 

R ltR ltResultsResults

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∙ 

Supervision Satisfaction Supervision Satisfaction QuestionnaireQuestionnaire

∙ 

“My supervisor really cares about my well being”

QuestionnaireQuestionnaire

“My supervisor cares about my general satisfaction at work”work

“When I do the best possible job, my supervisor will  notice”

“My supervisor shows a great deal of concern for me”My supervisor shows a great deal  of concern for me

“My supervisor cares about my opinions”

Correlations between Supervision Comp and the Individual Questions of which the Comp is Comprised

1 2 3 4 5 6p p

1. My supervisor(s) really care(s) about my well‐being

- .780** .576** .685** .622** .860**

2. My supervisor(s) care(s) about my general satisfaction at work 

‐ .621** .701** .622** .873**

3. When I do the best job possible, my supervisor(s) will notice

‐ .689** .621** .829**

4. My supervisor(s) show(s) very  a great deal of concern for me

‐ .619** .873**

5. My supervisor(s) care(s) about my  ‐ .812**y p ( ) ( ) yopinions

-6. Supervision Satisfaction Comp  Avg. of a participant’s response across all the items

**. Correlation is significant at the 0.01 level (2**. Correlation is significant at the 0.01 level (2‐‐tailedtailed).).

across all the items 

Overall Satisfaction with SupervisionOverall Satisfaction with SupervisionLikely to Leave Likely to Stay

artic

ipan

ts

Skewed

# of

Pa Skewed

*p*p = .013= .013

Very Dissatisfied Very Satisfied Very Dissatisfied Very Satisfied Very DissatisfiedVery Dissatisfied Very SatisfiedVery Satisfied

∙ 

What other aspects of supervision could be changed to increase supervisionchanged to increase supervision 

satisfaction?

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∙ 

Correlations between Supervision Comp and Various Other Questions NOT Relating to Supervision

Supervision Supervision CompCompQuestions NOT Relating to Supervision

The number of SUPERVISORS you DIRECTLY work under

Comp Comp 

.020

The number of clients you work with per month .174The number of clients you work with per month .174

Perceptions regarding the average  level of severity of autism on your cases 

.070

Correlations NOT significant

M i ( ) id ( ) h ti i t i i 554**

Supervision Supervision Comp Comp 

Correlations between Supervision Comp and Various Other Questions Relating to Supervision

My supervisor(s) provide(s) enough continuing training .554**

My supervisor makes competent decisions 628**My supervisor makes competent decisions .628

How SATISFIED are you with your supervisor’s ethical standards  .707**

How SATISFIED are you with your PROFESSIONAL PROFESSIONAL relationship with your supervisor

.767**

The way my supervisor handles their coworkers .806**

How SATISFIED are you with your PERSONAL PERSONAL relationship with your supervisor 

.838**

**. Correlations are significant at the 0.01 level (2**. Correlations are significant at the 0.01 level (2--tailed).tailed).

“How SATISFIED are you with your supervisor’s ethical standardsethical standards”

**r = .707 w/supervision  satisfaction comp **r = .707 w/supervision  satisfaction comp 

**p**p = .004= .004

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Likely to Leave Leave (N= 45) Likely to StayStay (N= 53)

35

25

30

35

25

30

35

pant

s

15

20

15

20

# of

Par

ticip

0

5

10

0

5

10

Very Dissatisfied 

Dissatisfied  Can't Decide

Satisfied  Very Satisfied 

Very Dissatisfied 

Dissatisfied  Can't Decide

Satisfied  Very Satisfied 

How SATISFIED are you with the way your supervisor handles their kkcoworkerscoworkers

**r = .806 **r = .806 w/supervisionw/supervision satisfaction comp satisfaction comp

**p**p = .010= .010

20 20

Likely to LeaveLeave (N= 36) Likely to StayStay (n= 42)pp

12

14

16

18

12

14

16

18

pant

spa

nts

6

8

10

6

8

10

# of

Par

ticip

# of

Par

ticip

0

2

4

Very  Dissatisfied  Can't  Satisfied  Very 

0

2

4

Very  Dissatisfied  Can't  Satisfied  Very 

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Dissatisfied  Decide Satisfied  Dissatisfied  Decide Satisfied 

“How SATISFIED are you with your professionalprofessional relationship with your supervisor” supervisor

**r = .767 **r = .767 w/supervisionw/supervision satisfaction comp satisfaction comp

*P*P = 038= 038

3030

Likely to LeaveLeave (N= 45) Likely to StayStay (N= 53)

PP = .038= .038

20

25

30

20

25

30

nts

10

15

20

10

15

20

of P

artic

ipan

0

5

0

5

#

Very Dissatisfied 

Dissatisfied  Can't Decide

Satisfied  Very Satisfied 

Very Dissatisfied 

Dissatisfied  Can't Decide

Satisfied  Very Satisfied 

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“How SATISFIED are you with your personal personal relationship with your supervisor” 

**r = .838 **r = .838 w/supervisionw/supervision satisfaction comp satisfaction comp

**p**p = .008= .008

2525

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

classroom. Exceptional Children, 65, 201–218.classroom. Exceptional Children, 65, 201 218.

• 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. 

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