Skip to main content
SpringerLink
Log in

Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and Its Role in Predicting Burnout and Engagement

  • Original paper
  • Published:
Journal of Religion and Health Aims and scope Submit manuscript

Abstract

Clergy represent a salient group in Western communities, providing a variety of services aimed at supporting diverse members of those communities. Significantly, rates of attrition among clergy are high, suggesting the need to better understand their occupational well-being and factors relevant to it. The present study draws on the quadripolar need achievement framework to hypothesize motivational profiles among clergy and the extent to which these profiles predict occupational well-being, as indicated by low burnout and high engagement. K-means cluster analysis with 200 clergy confirmed a quadripolar motivational profile (success-oriented, overstriving, self-protecting, failure accepting). Using these group profiles as predictors, structural equation modeling identified significant effects on all burnout and engagement factors, with success-oriented, overstriving, self-protecting, and failure accepting groups each reflecting differential occupational well-being profiles. Substantive and applied implications of these findings are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. For the purposes of the present discussion and investigation, clergy are defined as rabbis, ministers, priests, pastors, chaplains, nuns, pastoral counselors, parish nurses, and parish social workers (Weaver et al. 1997).

  2. It should be noted that Cronbach’s alpha gives the lower bound for reliability and is systematically biased against scales with few items (Grayson, 2004).

References

  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22, 187–200.

    Article  Google Scholar 

  • Boersma, K., & Lindblom, K. (2009). Stability and change in burnout profile overtime: A prospective study in the working population. Work & Stress, 23, 264–283.

    Article  Google Scholar 

  • Buss, D., & Cantor, N. (1989). Personality psychology: Recent trends and emerging directions. New York: Springer.

    Google Scholar 

  • Byrne, B. M. (1991). The Maslach Burnout inventory: Validating factorial structure and invariance across intermediate, secondary and university educators. Multivariate Behavioral Research, 26, 583–605.

    Article  Google Scholar 

  • Byrne, B. M. (1999). The nomological network of teacher burnout: A literature review and empirically validated model. In R. Vandenberg & A. Huberman (Eds.), Understanding and preventing teacher burnout. Cambridge: Cambridge University Press.

    Google Scholar 

  • Clatworthy, J., Buick, D., Hankins, M., Weinman, J., & Horne, R. (2005). The use and reporting of cluster analysis in health psychology: A review. British Journal of Health Psychology, 10, 329–358.

    Article  PubMed  Google Scholar 

  • Covington, M. V. (1985). The role of self-processes in applied social psychology. Journal for the Theory of Social Behavior, 15, 355–389.

    Article  Google Scholar 

  • Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.

    Google Scholar 

  • Covington, M. V. (1998). The will to learn: A guide for motivating young people. New York: Cambridge University Press.

    Google Scholar 

  • Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171–200.

    Article  PubMed  CAS  Google Scholar 

  • Covington, M., & Beery, R. (1976). Self-worth and school learning. New York: Holt, Rinehart and Winston.

    Google Scholar 

  • Covington, M. V., & Omelich, C. L. (1981). As failures mount: Affective and cognitive consequences of ability demotion in the classroom. Journal of Educational Psychology, 73, 796–808.

    Article  Google Scholar 

  • Covington, M., & Roberts, B. (1994). Self-worth and college achievement: Motivational and personality correlates. In P. R. Pintrich, D. R. Brown, & C. E. Weinstein (Eds.), Students motivation, cognition, and learning (pp. 157–188). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Coyne, J., & Racioppo, M. (2000). Never the twain shall meet? Closing the gap between coping research and clinical intervention research. American Psychologist, 55, 655–664.

    Article  PubMed  CAS  Google Scholar 

  • Crockett, L., Schulenberg, J., & Petersen, A. (1987). Congruence between objective and self-report data in a sample of young adolescents. Journal of Adolescent Research, 2, 383–392.

    Article  Google Scholar 

  • Deppe, R., & Harackiewicz, J. (1996). Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure. Journal of Personality and Social Psychology, 70, 868–876.

    Article  PubMed  CAS  Google Scholar 

  • Dewe, P. (1991). Primary appraisal, secondary appraisal, and coping: Their role in stressful work encounters. Journal of Occupational Psychology, 64, 331–351.

    Article  Google Scholar 

  • Dewe, P. (1992). Applying the concept of appraisal to work stressors: Some exploratory analysis. Human Relations, 45, 143.

    Article  Google Scholar 

  • Dewe, P., & Trenberth, L. (2004). Work stress and coping: Drawing together research and practice. British Journal of Guidance & Counselling, 32, 143–156.

    Article  Google Scholar 

  • Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.

    Article  Google Scholar 

  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23, 916–934.

    Article  Google Scholar 

  • Foster, J. J. (2000). Motivation in the workplace. In N. Chmiel (Ed.), Introduction to work and organizational psychology: A European perspective. Oxford: Blackwell.

    Google Scholar 

  • Francis, L. J., Louden, S. H., & Rutledge, C. J. F. (2004). Burnout among Roman Catholic parochial clergy in England and Wales: Myth or reality? Review of Religious Research, 46, 5–19.

    Article  Google Scholar 

  • Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595–606.

    Article  PubMed  CAS  Google Scholar 

  • Grayson, D. A. (2004). Some myths and legends in quantitative psychology. Understanding Statistics, 3, 101–134.

    Article  Google Scholar 

  • Grosch, W. N., & Olsen, D. C. (2000). Clergy burnout: An integrative approach. Journal of Clinical Psychology, 56, 619–632.

    Article  PubMed  CAS  Google Scholar 

  • Guglielmi, R., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68, 61–99.

    Google Scholar 

  • Harter, J. K., Schmidt, F. L., & Hayes, T. L. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: A meta-analysis. Journal of Applied Psychology, 87, 268–279.

    Article  PubMed  Google Scholar 

  • Howard, G. (1994). Why do people say nasty things about self-reports? Journal of Organizational Behavior, 15, 399–404.

    Article  Google Scholar 

  • Jöreskog, K. G. & Sörbom, D. (2006). LISREL 8.80. Chicago: Scientific Software International.

    Google Scholar 

  • Kaldor, P., Dixon, R., Powell, R., Bellamy, J., Hughes, B., Moore, S., et al. (1999). Taking stock: A profile of Australian church attenders. Adelaide: Openbook.

    Google Scholar 

  • Lazarus, R. S. (1990). Theory-based stress measurement. Psychological Inquiry, 1, 3–13.

    Article  Google Scholar 

  • Lazarus, R. S. (1993). Coping theory and research: Past, present, and future. Psychosomatic Medicine, 55, 234–247.

    PubMed  CAS  Google Scholar 

  • Lazarus, R. S. (2000). Toward better research on stress and coping. American Psychologist, 55, 665–673.

    Article  PubMed  CAS  Google Scholar 

  • Little, L., Simmons, B., & Nelson, D. (2007). Health among leaders: positive and negative affect, engagement and burnout, forgiveness and revenge. Journal of Management Studies, 44, 243–260.

    Article  Google Scholar 

  • Lorr, M. (1983). Cluster analysis for social scientists. San Francisco: Jossey-Bass.

    Google Scholar 

  • Luthans, F., & Martinko, M. (1987). Behavioural approaches to organizations. In C. L. Cooper & I. T. Robertson (Eds.), International review of industrial and organizational psychology. Chichester: Wiley.

    Google Scholar 

  • Madlensky, L., Natranajan, L., Flatt, S. W., Faerber, S., Newman, V. A., & Pierce, J. P. (2008). Timing of dietary changes in response to a telephone counseling intervention: Evidence from the WHEL study. Health Psychology, 27, 539–547.

    Article  PubMed  Google Scholar 

  • Martin, A. J. (2002). Motivation and academic resilience: Developing a model for student enhancement. Australian Journal of Education, 46, 34–49.

    Google Scholar 

  • Martin, A. J. (2004a). Perplexity and passion: Further consideration of the role of positive psychology in the workplace. Journal of Organizational Behavior Management, 24, 203–205.

    Article  Google Scholar 

  • Martin, A. J. (2004b). The role of positive psychology in enhancing satisfaction, motivation, and productivity in the workplace. Journal of Organizational Behavior Management, 24, 113–133.

    Article  Google Scholar 

  • Martin, A. J. (2005). Exploring the effects of a youth enrichment program on academic motivation and engagement. Social Psychology of Education, 8, 179–206.

    Article  Google Scholar 

  • Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413–440.

    Article  PubMed  Google Scholar 

  • Martin, A. J. (2008a). Motivation and engagement in diverse performance settings: Testing their generality across school, university/college, work, sport, music, and daily life. Journal of Research in Personality, 42, 1607–1612.

    Article  Google Scholar 

  • Martin, A. J. (2008b). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239–269.

    Article  Google Scholar 

  • Martin, A. J., & Marsh, H. W. (2003). Fear of failure: Friend or foe? Australian Psychologist, 38, 31–38.

    Article  Google Scholar 

  • Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–282.

    Article  Google Scholar 

  • Martin, A. J., Marsh, H. W., & Debus, R. L. (2001). A quadripolar need achievement representation of self-handicapping and defensive pessimism. American Educational Research Journal, 38, 583–610.

    Article  Google Scholar 

  • Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout (pp. 295–303). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach Burnout inventory (MBI) (3 ed.). Palo Alto: University of California: Consulting Psychology Press.

    Google Scholar 

  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.

    Article  PubMed  CAS  Google Scholar 

  • McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 107, 247–255.

    Article  Google Scholar 

  • Meek, K. J., McMinn, M. R., Brower, C. M., Burnett, T. D., McRay, B. W., Ramey, M. L., et al. (2003). Maintaining personal resiliency: Lessons learned from evangelical Protestant clergy. Journal of Psychology and Theology, 31, 339–347.

    Google Scholar 

  • Miner, M. H. (2007). Burnout in the first year of ministry: Personality and belief style as important predictors. Mental Health, Religion and Culture, 10, 17–29.

    Article  Google Scholar 

  • Nias, J. (1987). Teaching and the self. Cambridge Journal of Education, 17, 178–185.

    Article  Google Scholar 

  • Nias, J. (1999). Teachers’ moral purposes: Stress, vulnerability, and strength. In R. Vandenberg & A. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 223–237). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • O’Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41, 181–206.

    Article  Google Scholar 

  • Parker, P., & Martin, A. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers’ work-related well-being and engagement. Teaching and Teacher Education, 25, 68–75.

    Article  Google Scholar 

  • Parker, P. D., Dowson, M., & McInerney, D. (2007). Standards for qualitative research in diverse sociocultural settings. In D. McInerney, S. Van Etten, & M. Dowson (Eds.), Standards in education (pp. 315–330). Charlotte, NC: Information Age Press.

    Google Scholar 

  • Pines, A. M. (2000). Treating career burnout: A psychodynamic existential perspective. Journal of Clinical Psychology, 56, 633–642.

    Article  PubMed  CAS  Google Scholar 

  • Randall, K. J. (2004). Burnout as a predictor of leaving Anglican parish ministry. Review of Religious Research, 46, 20–26.

    Article  Google Scholar 

  • Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34, 27–56.

    Article  Google Scholar 

  • Sanna, L., & Mark, M. (1995). Self-handicapping, expected evaluation, and performance: Accentuating the positive and attenuating the negative. Organizational Behavior and Human Decision Processes, 64, 84–102.

    Article  Google Scholar 

  • Schaufeli, W., & Enzman, D. (1998). The burnout companion to study and practice. Philadelphia: Taylor and Francis.

    Google Scholar 

  • Schaufeli, W., Salanova, M., González-Romá, V., & Bakker, A. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71–92.

    Article  Google Scholar 

  • Schaufeli, W., Taris, T., & van Rhenen, W. (2008). Workaholism, burnout, and work engagement: Three of a kind or three different kinds of employee well-being? Applied Psychology, 57, 173.

    Article  Google Scholar 

  • Schmitt, N. (1989). Editorial. Journal of Applied Psychology, 74, 843–845.

    Article  Google Scholar 

  • Schmitt, N. (1994). Method bias: The importance of theory and measurement. Journal of Organizational Behavior, 15, 393–398.

    Article  Google Scholar 

  • Schumacker, R. E., & Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Somerfield, M., & McCrae, R. (2000). Stress and coping research: Methodological challenges, theoretical advances, and clinical applications. American Psychologist, 55, 620–625.

    Article  PubMed  CAS  Google Scholar 

  • Spector, P. (1994). Using self-report questionnaires in OB research: A comment on the use of a controversial method. Journal of Organizational Behavior, 15, 385–392.

    Article  Google Scholar 

  • Steinley, D., & Brusco, M. (2008). A new variable weighting and selection procedure for K-means cluster analysis. Multivariate Behavioral Research, 43, 77–108.

    Article  Google Scholar 

  • Taris, T., Cox, T., & Tisserand, M. (2008). Engagement at work: An emerging concept. Work & Stress, 22, 185–186.

    Article  Google Scholar 

  • Thompson, T. (2004). Failure–avoidance: Parenting, the achievement environment of the home and strategies for reduction. Learning and Instruction, 14, 3–26.

    Article  Google Scholar 

  • Troup, C., & Dewe, P. (2002). Exploring the nature of control and its role in the appraisal of workplace stress. Work & Stress, 16, 335–355.

    Article  Google Scholar 

  • Turton, D. W., & Francis, L. J. (2007). The relationship between attitude toward prayer and professional burnout among Anglican parochial clergy in England: Are praying clergy healthier clergy? Mental Health, Religion and Culture, 10, 61–74.

    Article  Google Scholar 

  • Vogel, W., Baker, R., & Lazarus, R. (1958). The role of motivation in psychological stress. Journal of Abnormal Psychology, 56, 105–112.

    Article  PubMed  CAS  Google Scholar 

  • Vogel, W., Raymond, S., & Lazarus, R. (1959). Intrinsic motivation and psychological stress. Journal of Abnormal Psychology, 58, 225–233.

    Article  PubMed  CAS  Google Scholar 

  • Weaver, A. J., Samford, J. A., Kline, A. E., Lucas, L. A., Larson, D. B., & Koenig, H. G. (1997). What do psychologists know about working with the clergy? An analysis of eight APA journals: 1991–1994. Professional Psychology: Research and Practice, 28, 471–474.

    Article  Google Scholar 

  • West, S., Finch, J., & Curran, P. (1995). Structural equation models with nonnormal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56–75). Thousand Oaks, CA: Sage.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education and Social Work, University of Sydney, A35 Education Building, Sydney, NSW, 2006, Australia

    Philip D. Parker & Andrew J. Martin

Authors
  1. Philip D. Parker
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andrew J. Martin
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Andrew J. Martin.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Parker, P.D., Martin, A.J. Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and Its Role in Predicting Burnout and Engagement. J Relig Health 50, 656–674 (2011). https://doi.org/10.1007/s10943-009-9303-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10943-009-9303-5

Keywords

Search

Navigation