A Study of the Relationship Between Teachers' Perceptions of Actual Job Satisfaction and Expected Job Satisfaction PDF Download

Author: Mary Jean Kill
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 102

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Author: Yuting Li
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The high rate of teacher attrition has been an enduring problem that needs to be resolved for educational policymakers. Studies have demonstrated that teacher job satisfaction is associated with teachers decisions on whether to leave their profession. The purpose of this research is to examine the relationship between teachers perceptions of school climate and teacher job satisfaction. This study used data from Teaching and Learning International Survey (TALIS) 2013 database. Multilevel modeling results indicated that teachers perceptions of school climate have a significantly positive relationship with teacher job satisfaction. Older teachers are more satisfied than younger teachers. Teachers with more working experience have higher levels of job satisfaction than those with less experience. No significant relationship was found between school characteristics (i.e., school location, school type and school socioeconomic status) and teacher job satisfaction. The findings highlighted the importance of building a positive and sustained school climate for all teachers in order to improve teacher job satisfaction.

Author: Deborah Joy Hansen
Publisher:
ISBN:
Category :
Languages : en
Pages : 286

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Author: Alfred S. Alschuler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104

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This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)

Author: Barbara Olson
Publisher:
ISBN:
Category : Job satisfaction
Languages : en
Pages : 94

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Author: Marianne Perie
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 148

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 630

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Author: Ryan C. McFadden
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 468

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Ongoing difficulties with teacher job satisfaction have been well documented in research, and the number of very satisfied American teachers has fallen dramatically. Decreased budgets, poor resources and facilities, perceptions of unfair compensation, and other factors contribute to this multifaceted problem. The purpose of this mixed methods study was to examine teachers' job satisfaction status in a South Central Pennsylvania school district under these reported conditions. Dinham and Scott (1998) provide a foundational theory with their contemporary three-factor teacher satisfaction/dissatisfaction model. An explanatory sequential mixed methods design was employed consisting of two phases: quantitative data collection using the MSQ to measure teacher job satisfaction, followed by in-depth interviews. Three research questions were addressed, informed by the main driving question: How satisfied are teachers with their work in a South Central Pennsylvania school district under unprecedented circumstances? Multiple regression and chi-square tests of independence were used to analyze MSQ data, while phenomenological analysis followed Creswell's (2013) method. Work location and class size were significant predictors of general job satisfaction. Chi-square tests of independence also found eight instances of statistical significance. Four themes emerged from the analysis of teachers' occupational experiences: the work environment (school-based factors), leadership, the job itself, and external or system and societal factors. Findings were in line with the three-factor model on which this study's conceptual and theoretical framework rests. Results indicate that participants reported a low level of general job satisfaction, as compared to the normative data for teachers and engineers in the MSQ's manual. While many factors appear to influence job satisfaction, leadership and professional autonomy seem especially influential. For those that have remained satisfied with their work, the joy was in teachings' busyness, while dissatisfied teachers were bothered by rigid teaching expectations, perceptions of poor leadership, and student discipline. Common threads between dissatisfied and satisfied teachers included enjoying actual teaching, working with students, perceived community support, and favorable perceptions of the research site's facilities. A heterogeneous group of participants allowed the researcher to create a balanced description of the phenomenon. Several recommendations were offered to improve current practices at the research site. Areas needing attention from school administrators included time and collaboration, relationships, teacher autonomy, the evaluation system, and other work environment factors. This study provides an increased understanding of the kinds of leadership behaviors, relationships, and working conditions it will take to produce and sustain satisfied teachers in the twenty-first century.

Author: JOURNAL OF SCHOOL LEADERSHIP
Publisher: Rowman & Littlefield
ISBN: 1475816847
Category : Education
Languages : en
Pages : 197

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The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.

Author: International Journal of Educational Reform
Publisher: Rowman & Littlefield
ISBN: 147581660X
Category : Reference
Languages : en
Pages : 72

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Book Description
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.