The Relationships Among Elementary School Teachers' Perceptions of Actual and Ideal Teaching Situations, Job Satisfaction, and Years of Teaching Experience PDF Download

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

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Author: Angela L. Askew
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The purpose of this study was to gain a better understanding of the relationship between elementary teachers' perceptions of their principal's leadership behavior and how these perceptions relate to their job satisfaction. Perceptions were measured by the Leadership Behavior Instrument and the Job Satisfaction Survey. The respondents for the surveys worked in Southeast Tennessee and Northeast Mississippi. This study was guided by the following four questions: 1: How do elementary teachers perceive the leadership behavior of principals in the domains of human relations, trust/decision making, instructional leadership, control, and conflict; 2) To what extent to elementary teachers express satisfaction with their jobs in the domains of supervision, contingent rewards, operating procedures, coworkers, nature of work, and communication; 3) What is the relationship between elementary teachers' perceptions of their leaders' leadership behaviors in the domains of human relations, trust/decision making, instructional leadership, control, and conflict and their overall job satisfaction; and 4) Are there differences in the extent of the relationship between teachers' perceptions of their leaders' leadership behaviors in the five domains, and their overall job satisfaction by variables such as level of education, amount of time at current school, and years of teaching experience? The results of this study indicated that there is a strong correlation between teachers' perceptions of leadership behavior and their job satisfaction. The results of this study did not find a significant correlation between job satisfaction and level of education, amount of time at current school, and years of teaching experience.

Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 262

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Author: David Sterling Morton
Publisher:
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Category : Elementary school administration
Languages : en
Pages : 312

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1088

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Abstracts of dissertations available on microfilm or as xerographic reproductions.

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:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764

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Author: Beth Stangeland Randklev
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 290

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

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Author: Hung Phu Bui
Publisher: Frontiers Media SA
ISBN: 2832536484
Category : Science
Languages : en
Pages : 206

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Book Description
technologies, in education. A large body of research has attempted to measure the extent to which social media change human communication. In education, researchers and educators have employed social media to increase students’ engagement inside and outside the classroom. They have been exploring the effects of the use of social media on the learning outcome, and learners’ beliefs and experiences. However, some of their endeavors are inconclusive. As the effects of social media in education are context-sensitive, research results reflecting different contexts around the world will contribute to the literature on social media and education. Student engagement in learning, a growing interest in educational research, is widely believed to contribute to the success of learning. The contemporary literature shows that students can engage in learning affectively, behaviorally, and cognitively. Recent studies are also interested in using technology to mediate students’ social and metacognitive engagement in learning. As student engagement is a multidimensional area, interdisciplinary studies have recently expanded their literature. The use of social media to increase student engagement in learning remains underexplored.