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1.
This study employed a partially-mixed concurrent equal-status design to investigate factors motivating Chinese teachers to enter the teaching profession and sources of teacher job satisfaction in China as opposed to those described in the international literature. The data were collected in Jilin Province of China from 510 teachers who participated in a survey. The quantitative results indicated that Chinese teachers were motivated by both intrinsic (e.g. liking to be a teacher) and extrinsic factors (e.g. salary) to enter the teaching profession. Furthermore, MANOVA showed that teachers who were more intrinsically motivated to enter the teaching profession reported a higher level of job satisfaction. Qualitative data revealed that some job-satisfaction factors were universal across countries and some were specific to China. This study offered some implications for educational policy makers and practitioners worldwide and in China. 相似文献
2.
Roland P. Chaplain 《教育心理学》1995,15(4):473-489
Using a self‐report questionnaire, a picture of the sources of stress and job satisfaction amongst a sample of 267 teachers, drawn from primary schools in the North and Eastern regions of England, is established. Teachers scored the frequency and intensity of 18 items on a stress scale. A principal components analysis was carried out and three factors were identified: professional concerns, pupil behaviour and attitude and professional tasks. The strongest correlations were found between professional concerns and occupational stress. Biographical factors were examined and significant differences were found between men and women, and teachers of different ages and length of teaching experience. Men reported more stress than women on professional tasks and pupil behaviour and attitude. Women scored higher than men on professional concerns. Just over one‐third of teachers were satisfied with their job. When specific facets of job satisfaction were examined, teachers were most satisfied with their professional performance and least satisfied with teaching resources. Stress and job satisfaction were found to be negatively correlated. High reports of occupational stress were related to low levels of job satisfaction. Attention is drawn to the likely significance of including a frequency as well as intensity measure when considering the experience of stress and to the complex nature of job satisfaction. 相似文献
3.
The paper aims to augment the limited literature on teacher job satisfaction in developing countries, specifically in Chile. The nature of job satisfaction in Chilean secondary science teachers is investigated and causes of satisfaction and dissatisfaction identified. Teachers mentioned most often their satisfaction with interactions with students, relationships held within the school and opportunities to contribute to the development of society, future generations or the individual. Sources of dissatisfaction are poor salary, excessive workload, student characteristics, resources and infrastructure. Associations between teachers' characteristics (age, gender, experience), the type of school administration and job satisfaction are also made and suggestions on how to address the issues of teacher satisfaction and dissatisfaction are discussed. 相似文献
4.
The present comparative study investigates the perceptions of male and female teachers regarding the relationship between empowerment and job satisfaction. The study aims to look at factors that empower teachers and lead to job satisfaction from teachers’ perspectives. For that purpose, teachers were selected from three educational levels (primary, middle and secondary) in Al-Farwaniya District in the State of Kuwait. A total of 231 teachers from the Al-Farwaniya School District responded to a questionnaire. Both t-test and one-way ANOVA were applied. Data analysis reveals a lack of job empowerment and a high degree of dissatisfaction among teachers. The study concludes with several suggestions including opening up a dialogue with teachers in order to understand their problems and needs and involving them in the process of decision-making and change. 相似文献
5.
This paper aims to contribute to the limited literature on teacher job satisfaction in developing countries, especially in Cyprus. Drawing on interviews with 52 teachers and administrators in 17 schools, the paper describes the sources of job satisfaction and dissatisfaction of Cypriot teachers and the impact on how teachers feel. Teachers emphasised their satisfaction with interactions with students, relationships held with colleagues and opportunities to contribute to the growth of individuals and the development of society. Sources of dissatisfaction were social problems and their impact on teachers' work, students' lack of interest and bad behaviour, the centralised educational system and the lack of professional autonomy in schools, and teacher evaluation and promotion prospects. Some of the factors are predictable but others are less so, having to do with the particular historical and social context in Cyprus. The context of a developing country is especially considered in an effort to explore how education officials may address issues of teacher satisfaction and dissatisfaction. 相似文献
6.
Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice
《Teaching and Teacher Education》2006,22(1):1-21
This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study reveals that the presence of effective classroom practices can be explained by a learner-centered teaching style and by good class management skills. Furthermore, it was found that teachers with a high level of job satisfaction give more instructional support to their classes, especially to classes from a low-ability range, than teachers with a low level of job satisfaction. 相似文献
7.
The purpose of this paper was to examine the relationship between school organizational climate and teachers’ job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The instrument used in this study was the modified version for combination of two questionnaires: Organizational Climate Index and the Teachers’ Job Satisfaction Questionnaire. The findings indicated that there is a significant positive relationship between school organizational climate and teachers’ job satisfaction. The teachers in this study were found to be fairly satisfied with their job, with the responsibility factor as the biggest contributor to job satisfaction. This study found that there is no significant difference in levels of job satisfaction between the teachers’ gender (male and female). Based on the years of service in their current school, there was a statically significant difference in the level of job satisfaction among the teachers. These findings revealed that the secondary schools in Sabah have a positive and open climate, with the professional teachers’ behaviour factor as the biggest contributor. The results of this study indicate the necessity to provide positive organizational climate and up keeping teachers’ job satisfaction by policy makers and principals with hope in enhancing the quality of schools in Malaysia. 相似文献
8.
Musa Gursel Ali Murat Sunbul Hakan Sari 《European Journal of Psychology of Education - EJPE》2002,17(1):35-45
This study attempted to explore Turkish headteachers’ and teachers’ burnout and job satisfaction relating to work status, gender and years work-experiences. The purpose of this study is to find out whether there is difference between headteachers’ and teachers’ burnout and job satisfaction in terms of work status, gender and years work-experiences. In this study, quantitative approach was used. A total of 290 subjects (80 headteachers and 210 teachers) responded to the survey. As research instruments, the Job Satisfaction Scale (JSS) and the Maslach Burnout Inventory (MBI), were used to measure dimensions of headteachers’ and teachers’ burnout. The study results indicated that headteachers have more job dissatisfaction and depersonalisation than teachers. Males have less emotional exhaustion but higher depersonalisation than their female counterparts. Subjects participated in this study seemed to be different on depersonalisation and personal accomplishment dimensions on the scale in relation to their work years. More experienced subjects have higher depersonalisation and less job satisfaction than their less experienced counterparts. In contrast, more experienced subjects have higher personal accomplishment than the others. 相似文献
9.
《师资教育杂志》2012,38(4):383-399
Proposals made by the European Commission in 2007 led to the Education Council adopting, for the first time, a European agenda for improving the quality of teaching and teacher education. This article reports on a small-scale longitudinal interview-based study with teachers in England, Norway and Germany demonstrating that while opportunities for professional development are increasing in all three countries, dissatisfaction is expressed by most teachers in relation to its quality and outcomes. 相似文献
10.
Hanna Shachar 《Teaching and Teacher Education》1997,13(8):799-813
This study assessed teachers' satisfaction and dissatisfaction with their work, as well as their perceptions of the source of difficulties in teaching, as a function of their participation in an in-service instructional change project. A two-part questionnaire was administered to the teachers in the nine participating junior high schools both prior to the start of the project (n=393) and 2
years later (n=313). The first part obtained teachers' statements regarding their satisfaction or dissatisfaction with their work, while the second part asked about the sources of their difficulties in teaching heterogeneous classrooms. Analysis of the statements from part 1 revealed that teachers' satisfaction remained stable over the period of the study while their statements of dissatisfaction, referring primarily from their inability to reach their students and motivate them, declined significantly from the pretest to the post-test. The second part of the questionnaire found that teachers consider their pupils to constitute the main source of their difficulties in teaching rather than their training as teachers or the availability of the proper conditions. This factor declined considerably in salience over the period of the study, but nevertheless remained the most noteworthy source of difficulty, in the perception of these teachers. Results also reveal distinct differences between schools in teachers expression of satisfaction and dissatisfaction with their work. 相似文献
11.
Agaath M. Dekker-Groen Marieke F. van der Schaaf Karel M. Stokking 《Teachers and Teaching》2013,19(2):150-171
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their initial commitment to and enthusiasm for ‘making a difference’, six years later, both in the classroom and in broader school leadership roles. Satisfaction with their day-to-day experiences in their schools was a particularly strong driver of teachers’ career decisions over time. Thirty-four teachers responded to survey items that were used to identify three different groups of teachers: a group of 10 primary school teachers with the highest levels of job satisfaction who were ‘fulfilling their promise’; a group of 21 primary and secondary teachers who were ‘persevering and coping’; and three teachers who were ‘detached and disengaged’. The group with the highest levels of job satisfaction taught in primary schools where they felt respected and valued, and supported to develop their teaching and leadership expertise. School leadership practices and school cultures in the other two groups diminished teachers’ overall job satisfaction and contribution to collective knowledge building in their schools. Almost all of the teachers had retained their commitment to students, to their current schools and to teaching as a career, including those with lower levels of satisfaction. Although these teachers reported ‘collegial’ relationships with their peers, individualistic school cultures, most often in secondary schools, impacted on their opportunities to learn with and from their colleagues. Few secondary school teachers felt appreciated, and included in school decision-making or had found it possible to combine high standards of classroom teaching with management responsibilities. The study indicates that while most promising teachers were still satisfied with teaching after nine years, relatively few were in schools where they were able to make the impact that had been predicted for them early in their careers. 相似文献
12.
特殊教育教师的积极心理品质及其对结果变量的影响 总被引：1，自引：3，他引：1
为了了解特殊教育教师的积极心理品质及其对结果变量的影响,本研究对114名特教教师进行了调查,结果如下:(1)特殊教育教师的敬业水平为中等程度,三个分维度的得分顺序为奉献水平最高、专注次之,活力水平最低。(2)男教师和女教师的总体敬业水平和各维度的水平不存在显著的统计学差异。(3)10年教龄以上教师在活力、奉献和专注三个维度上的得分显著低于5年以下的教师。(4)敬业对教师的生活满意、工作满意和工作绩效均有正向的影响,对离职意向有负向影响。 相似文献
13.
This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust–satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in students, parents, colleagues, and the principal and satisfaction. Although faculty trust did not affect job satisfaction and teaching experience did not moderate the trust–satisfaction relationship, our findings highlight the social dimension of teaching. Improving the quality of teachers' social relationships in the workplace should enhance their job satisfaction. 相似文献
14.
《International Journal of Lifelong Education》2012,31(5):553-565
ABSTRACTAssessing teacher job satisfaction is a recurrent theme in educational research. Given the forthcoming reform of the Croatian adult education system, a survey of teacher satisfaction in primary adult education was performed. Teachers exhibited two dimensions of satisfaction/dissatisfaction: one with the teaching programme and process, and the other with the attendees’ performance and support. Four clusters of teachers were identified with respect to their satisfaction levels regarding the two dimensions. Most teachers are dissatisfied with the teaching programme and process. This dissatisfaction is associated with higher experience, working only in adult education, delivering lessons based on periodical individual instruction, and having non-native speakers of Croatian in class. Satisfaction with attendees’ performance and support is more pronounced but is associated only with not having non-native speakers of Croatian in class. Existing theories explain the results well, considering the differences between the regular education system and that of adult education. 相似文献
15.
Although several studies in the affluent world have examined the job satisfaction and dissatisfaction of lecturers in higher education, little is known about academic job satisfaction in the low-resource countries. This study probes those factors contributing to academic satisfaction and dissatisfaction in higher education in the developing world. Using a sample of 182 respondents drawn from two universities in Uganda, this analysis reports that the factors most prevalent in the prediction of dons’ satisfaction relate to co-worker behaviour, supervision and intrinsic facets of teaching. Analogously, the stimuli that create academic dissatisfaction are largely extrinsic (contextual) factors with respect to facets of remuneration, governance, research, promotion, and working environment. This article discusses these findings in the light of Herzberg’s dichotomy and concludes that any given factor be it intrinsic or extrinsic can either evoke academic satisfaction or induce dissatisfaction. The present analysis finds that while age, rank, and tenure significantly predict academic job satisfaction, no evidence is adduced to support a gender influence on dons’ job satisfaction. Implications for Ugandan academics’ job satisfaction are formulated, recommendations made, and a further research agenda proposed. 相似文献
16.
Richard C. Whitfield 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):109-113
Data on 127 primary teachers and 95 secondary teachers, which included variables from extensive tests during their final year of training, from their college and pre‐college careers, and finally from their own ratings of satisfaction and dissatisfaction with their current teaching posts was collected, together with ratings by their headteachers on various aspects of teaching ability. Analysis of the data suggests overall that this group of primary teachers tended to be less sensitive and more conventional in personality terms, of lower cognitive ability and to come from areas of denser population than the secondary teachers’ group. The secondary teachers, by comparison, tended overall to be more sensitive yet more tolerant in personality terms, of higher cognitive ability, to hold more ‘progressive’ educational attitudes and to express higher degrees of satisfaction with teaching. Implications of the findings are discussed. 相似文献
17.
M. O. A. Durojaiye 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):125-129
This reports the results of a study carried out in the north of England to compare the attitudes of teachers of educationally sub‐normal and normal children in special schools, junior schools and secondary modern schools. Teachers answered questions about their experience and qualifications, contact with parents, attitudes to children and satisfaction in teaching. Teachers in special schools tended to show attitudes similar to those of parents or social workers. They appeared better trained for the task in hand, more interested in their pupils, more concerned about their job and more satisfied generally. 相似文献
18.
This study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers’ job satisfaction, while teachers’ job satisfaction was the most significant predictor of teachers’ intent to stay in teaching. It was also confirmed that administrative support mediates the effect of teaching experience, student behavior, and teachers’ satisfaction with their salary on teachers’ job satisfaction and intent to stay in teaching. 相似文献
19.
为了解高校教师工作投入状况及工作资源对高校教师工作投入的影响作用机制,采用问卷调查法对浙江省9所高校287名教师进行了调查。结果表明：高校教师的工作投入水平较好,工作投入及活力和专注维度得分在教龄差异上显著,并呈现两头高、中间低的“U”型特征,工作投入及其三个维度得分在对收入满意程度上差异显著,并随着对收入满意程度的增高呈上升趋势;工作资源、心理资本对工作投入均具有显著的正向影响;心理资本在工作资源与工作投入之间起部分中介作用。 相似文献
20.
《信阳师范学院学报(哲学社会科学版)》2018,(3):23-27
为了探讨中等职业院校教师的心理资本在工作特征与工作满意度间的中介作用。采用工作特征量表、本土心理资本量表和中职教师工作满意度量表对天津、山西、四川、湖南、浙江和贵州等地的中职教师进行问卷调查。结果发现:中职教师的工作特征、心理资本与工作满意度之间两两相关;心理资本在工作特征与工作满意度之间起到了部分中介作用,其中中介效应占总效应的18.2%,结构方程模型进一步验证了心理资本的中介作用。本研究认为中职教师的工作特征可以通过心理资本对工作满意度产生影响。 相似文献