Search results for: Job satisfaction
Page 2/3 22 items
This study explores the job satisfaction and career development of beginning teachers in Hong Kong at a time of education reform. The authors are interested to understand teachers’ reasons for joining the profession, and how their personal goals interact with the teaching environment to shape job satisfaction. The participants were eleven graduates from the Post-graduate Diploma of Education (PGDE) Primary Programme of the Hong Kong Institute of Education in 2007. The findings reveal that the school environment was found to be more determinative of teachers’ satisfaction and their initial teaching orientation. The authors suggest that teachers’ level of job satisfaction may be improved through systematically reducing their non-teaching workload by a generous increase in the number of supporting staff in schools.
Updated: Dec. 17, 2013
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
This study explored the role of teacher education programs on the career paths of 38 Noyce scholarship recipients by using grounded theory. The 38 Noyce scholars completed teacher education programs across the United States. The study resulted in a model of the pathway to retention in high-need settings based on the scholars’ perceptions as reported in the interviews. The use of an inductive grounded theory approach indicated that teacher education played a role on the scholars’ career paths.
Updated: Mar. 19, 2013
Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion
The current study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Updated: Jun. 27, 2012
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement
In this article, the authors examine how working conditions predict both teachers’ job satisfaction and their career plans. The authors found that measures of the school environment explain away much of the apparent relationship between teacher satisfaction and student demographic characteristics. The conditions in which teachers work matter a great deal to them and, ultimately, to their students. Teachers are more satisfied and plan to stay longer in schools that have a positive work context, independent of the school’s student demographic characteristics.
Updated: May. 28, 2012
The current study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching. The findings reveal that administrative support was the most significant predictor of teachers’ job satisfaction. Furthermore, administrative support was also significant in predicting teachers' intent to stay. It was also found that administrative support mediated the effects of other teacher and student variables
Updated: Nov. 29, 2011
Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments
Little research has examined the reasons for elevated teacher turnover in schools with large numbers of traditionally disadvantaged students. The current study hypothesizes that school working conditions help explain both teacher satisfaction and turnover. In particular, this study focuses on the role of effective principals in retaining teachers, particularly in disadvantaged schools with the greatest staffing challenges.
Updated: Nov. 01, 2011
‘I’m Being Measured as an NQT, That Isn’t Who I Am’: An Exploration of the Experiences of Career Changer Primary Teachers in their First Year of Teaching
This article explores the experiences of three primary school Newly Qualified Teacher career changers from a PGCE primary programme at a university in England. The experiences of the participants’ first year of teaching in their respective primary schools are explored through a constructive grounded theory methodology. The findings have implications for teacher trainers and NQT mentors in that it offers a perspective on the range of experiences career changer Newly Qualified Teachers bring with them to teaching.
Updated: Jul. 26, 2011
Efficacy Beliefs of Special Educators: The Relationships Among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction
The purpose of this study was to examine the relationship between teacher self-efficacy, collective efficacy, and job satisfaction among special education teachers. The study further sought to examine any differences that may exist between teachers in different settings, of various certification types, and of varying teaching levels. The participants were seventy special education teachers. Results showed relationships between both teacher self-efficacy and job satisfaction, and teacher self-efficacy and collective efficacy existed.The implications of this study are that improving levels of teacher self-efficacy could improve levels of job satisfaction.
Updated: Jan. 09, 2011
When the Going Gets Tough: Direct, Buffering and Indirect Effects of Social Support on Turnover Intention
The authors examined the role of social support in turnover intention among new teachers. The authors found evidence for a direct negative relationship between social support and turnover intention. The authors also found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Furthermore, the authors found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers.
Updated: Dec. 03, 2010
When Being Able is not Enough. The Combined Value of Positive Affect and Self-Efficacy for Job Satisfaction in Teaching
The authors examine the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Hence, this study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers.
Updated: Sep. 05, 2010