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1.
Adela Garcia‐Aracil Jose‐Gines Mora Luis E. Vila 《Tertiary Education and Management》2013,19(4):287-305
Abstract The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and socio‐emotional competences. Estimates for the total rewards for competences are obtained through conventional wage regression, whereas estimates of the total rewards are derived in terms of job satisfaction through ordered logit regression. Explanatory variables include personal characteristics, job attributes, occupational titles, fields of study, type of higher education institution and country dummies. Results on wage rewards show that jobs with higher requirements of participative and methodological competences are best paid; conversely, jobs with higher requirements of organisational, applying‐rules and physical competences are worse paid. Results on total rewards suggest that jobs with higher requirements of competences increase graduates’ satisfaction, the only exception being applying‐rules competences. 相似文献
2.
Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates.
Estimates of monetary rewards are obtained from conventional earnings regressions, while estimates total rewards are based
on job satisfaction and derived through ordered probit regressions. Results for income show that jobs with higher participative
and methodological competency requirements are better paid. The results also show that higher requirements in terms of competencies
increase graduates’ job satisfaction. 相似文献
3.
Gary L. Filan Morris A. Okun Robert A. Witter 《Community College Journal of Research & Practice》2013,37(2):113-122
Research on job satisfaction among community college faculty has been largely atheoretical. The present study examined the contribution of four sets of factors to explaining faculty job satisfaction in the community college. According to Kalleberg's (1977) theory of job satisfaction, employee's affective reactions to their jobs are largely determined by ascribed social statuses, achieved social statuses, job values, and job rewards. A random sample was drawn of 371 full‐time faculty from a multi‐campus community college district located in a metropolitan area in the Southwest. Nonresponses and partial responses resulted in an effective sample size of 261. A correlation analysis revealed that institutional age and physical safety job value were significantly, inversely related to job satisfaction and that all job rewards were significantly, positively related to job satisfaction. A simultaneous multiple regression analysis indicated that institutional age was a significant, inverse predictor of job satisfaction and that chronological age, and the good supervision and work itself job rewards were significant, positive predictors of job satisfaction. Of the variation in job satisfaction scores accounted for by all predictors, approximately 5% may be attributed to ascribed and achieved social statuses and to job values, and 48% to job rewards. For faculty in the district we surveyed, the keys to promoting job satisfaction would be to enhance the satisfying aspects of the work itself and good supervision. Programs which afford faculty who are less than satisfied with their jobs opportunities to be “origins” rather than “pawns” may be beneficial. 相似文献
4.
The effects of diverse education-related variables on job satisfaction scores are analysed using a sample of European higher
education graduates at early stages of their working life. Ordered choice models for job satisfaction are estimated including
as explanatory diverse educational variables such as field of study, graduates’ evaluation of their educational experience,
the match between the competences developed during education and those required by jobs, as well as information on graduates’
values and interests. The results show, even after controlling for actual job characteristics, that education-related variables
have a great impact on graduates’ job satisfaction. Additionally, estimation results by each one of the countries included
in the sample are also presented. 相似文献
5.
K. Andrew R. Richards Nicholas Washburn Russell L. Carson Michael A. Hemphill 《Quest (Human Kinetics)》2017,69(4):494-514
While stress has always been present in the teaching profession, recent trends such as standardized testing and school and teacher accountability may be making teachers’ work more stressful. Teacher satisfaction research has emerged as a popular lens through which to understand how teachers experience their work. This scoping review sought to summarize the literature related to physical education teacher satisfaction published between 1987 and 2016. A total of 20 articles that reported research from 11 different countries were identified for inclusion. Thematic analysis of the study results led to the construction of four themes: (a) levels of physical education teacher satisfaction vary by level and context; (b) demographic variables do not reliably predict satisfaction; (c) intrinsic and psychosocial variables influence job satisfaction; and (d) the workplace and interpersonal relationships influence job satisfaction. Results are discussed and recommendations provided, particularly related to a theoretical basis for future research and methodological diversity. 相似文献
6.
Jack Friedlander 《Community College Journal of Research & Practice》2013,37(3):227-240
Abstract Data on job satisfaction of community college faculty, as obtained from five state and national surveys, are analyzed in this study. Results of this analysis indicate that many instructors are generally satisfied with their jobs but somewhat dissatisfied with their working conditions. Examination of the methods used in those studies to measure job satisfaction suggests that the measures may be tapping different dimensions of satisfaction, and that they may not be related to one another or to the criteria measures they are designed to predict. Data from a survey of two-year college humanities faculty (N = 1,493) and nonhumanities chairpersons (N =505) revealed that a measure of general job satisfaction was relatively independent of a measure of specific work-activity satisfaction, and that the former measure of satisfaction was a much better predictor of several indicators of faculty desire to remain at their college than the latter. These findings indicate that different methods of measuring job satisfaction may yield highly discrepant reports, which in turn can pose serious problems of interpretation. 相似文献
7.
Martin Nekola Andrea Principi Michal Švarc Markéta Nekolová Deborah Smeaton 《Educational gerontology》2018,44(7):403-415
Adopting a longitudinal approach, this article examines downward occupational mobility (DOM) later in working life and its effects on job satisfaction and perceptions of working conditions of older workers in Europe. The main aim was to test whether the risk that workers will be negatively impacted and marginalized in the labor market due to demotion into lower quality jobs is offset by benefits. Based on an ordinal logistic regression of merged Survey of Health, Ageing and Retirement in Europe and English Longitudinal Study of Ageing datasets, the study found a positive significant impact of DOM on overall job satisfaction. Moreover, DOM was associated with a statistically significant reduction in workload pressure, although it did increase physical work demand. This article adds to the literature on marginalization of workers with indications that the lower income and status associated with DOM at older ages may have offsetting benefits. 相似文献
8.
Stephen T. Riley 《Higher Education》1982,11(2):155-175
The primary goals of this study are to determine the degree of applicability of undergraduate education in jobs and to evaluate some of the benefits accruing to a college educated person in the labor force. Closely related to this study is the question of whether a relationship exists between the usefulness of college training in jobs and the levels of job satisfaction and income. Some of the principal findings suggest that a large percentage of college graduates feel that their college major is related to their jobs and that the quality of job performance is dependent upon college training and on-the-job training. In addition, where college majors are applicable to job requirements, job satisfaction is high. 相似文献
9.
Unlike previous studies on educational returns in developing countries, this paper examines the distributional impacts of education on wages using a recently developed econometric approach – unconditional quantile regressions. The results yield unconditional impacts of education at different points of the wage distribution and, therefore, are more informative from a policy perspective than both traditional regression and quantile regression methods commonly used for estimating educational returns. We use a nationally representative dataset on labor markets in India, collected in 2005–2006. The results reveal significant heterogeneity in education's effects along the wage distribution and striking differences in these patterns by gender: the effect of primary education is found to be significantly higher for women than men in the middle of the wage distribution; while the effect of post primary education exhibits a distinct pattern whereby women get significantly higher rewards than men above the median and significantly lower rewards than men below the median. These findings have direct implications for the targeting of education policies that seek to reduce gender wage inequality. 相似文献
10.
ABSTRACTObtaining a tertiary degree no longer guarantees entry to the best occupational positions in today’s labour market. Success is no longer about ‘more’ education, but about ‘better’ education for university graduates. This study aims to understand whether university prestige in Korea accounts for occupational outcomes in both monetary and non-monetary aspects, such as salaries and job satisfaction. The study particularly focuses on the way different levels of university prestige are affected by gender. The fourth wave data from the Korean Education and Employment Panel were used, providing information from the results of a panel survey of university graduates in terms of their social and academic background and job employment status. Results show that university prestige continues to matters in occupational outcomes in particular, for wage, but it is not significant for job satisfaction. The effect is more significant among male graduates than among female graduates. 相似文献
11.
Predicting faculty job satisfaction in university departments 总被引：1，自引：0，他引：1
Dr. Yoram Neumann 《Research in higher education》1978,9(3):261-275
This study attempts to examine the relationships between several dimensions of organizational climate and faculty job satisfaction in university departments which offer Ph.D. degrees. The three dimensions of organizational climate examined are: power perception, the perceived organizational goals, and the assessment of rewards. The major findings of the study are:(1) Nonresearch perceived organizational goals are by and large weakly related to job satisfaction in both the physical and social sciences. (2) Power perception is a strong determinant of job satisfaction in the social sciences and considerably less dominant in the physical sciences. (3) The assessment of rewards is the strongest predictor of faculty job satisfaction in both the physical and social sciences. The major conclusion of the study is that the organizational climate is one of the keys to understanding faculty job satisfaction. The policy implications of these findings are discussed. 相似文献
12.
The results of this study indicate wide variation in the effect of occupational sex segregation on the job satisfaction of women college graduates employed in public and private organizations. Women employed in sex-balanced and male- and female-dominated occupations in the public sector have comparable levels of job satisfaction. In private firms, however, women college graduates employed in sex-balanced careers are more satisfied with theintrinsic andoverall nature of their jobs than those employed in female-dominated occupations, and those in female-dominated jobs are more satisfied with theextrinsic nature of their careers than women in male-dominated jobs. The implications of these findings for those who conduct research on the career consequences of women employed in sex-dominated career fields and for college officials responsible for the educational and professional development of women college students are discussed. 相似文献
13.
Theory and evidence on performance-related pay for teaching remain inconclusive. Teachers will respond to rewards, but an appropriate reward structure may not be devised because education is a collaborative endeavor. Here we test three hypotheses: performance-related pay among teachers is more likely to be observed when there are evident indicators of team production; teachers receiving performance pay will earn more in total than otherwise equal teachers without performance pay; and teachers receiving performance pay should have higher job satisfaction. We use the Schools and Staffing Survey (2000) to test each hypothesis. Team production does strongly predict performance-related pay, and that such pay does boost earnings, but that job satisfaction is lower for those who receive such pay awards. 相似文献
14.
文章对来昆明参加国家汉办汉语文化短训班的53位泰国和韩国汉语教师进行了问卷调查。当被问及在汉语教学工作中最重要的因素时,他们将重点放在了与汉语教学直接相关的价值与教学目标这两方面。当谈到对待现有工作的态度以及从工作中获得的奖励时,他们强调了工作给予的内在收获,而不是外在的奖励。关于工作价值题项的因子分析表明,有五种明确的基本需求及需要动机：关系,外部,自我实现,自主性和组织机构支持等动机。对工作奖励题项也进行了因子分析,出现了以下七种因子,这些因子与工作价值因子有部分重叠,即职业地位,关系/内部奖励,外部奖励,工作/事业满意度,名誉,得当的管理与自尊奖励等动机。根据以上数据,文章认为,就工作与事业的满意度而言,比起教师现正从事的具体工作,他们会对其职业的选择感到更加满意。 相似文献
15.
This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was ‘improving student satisfaction ratings for teaching’, an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened. 相似文献
16.
滕玉滨 《南昌教育学院学报》2012,(2):182+184
毕业生参加工作后,因为身体素质的原因,不能胜任工作岗位的体力需求,给中职体育教学提出了新的要求,中职学校的体育教学必须围绕学生就业方向安排教学。在培养学生的终身体育意识的同时还要有针对性地加强学生的体能训练,以便使他们具备良好的体能面对工作岗位的特殊要求。所以学校的体育教学应根据将来的职业特点调整和改造课程体系、教学方法和教学内容等,使学生在校期间能够通过体育课的学习锻炼出一副强健的体魄。 相似文献
17.
高校毕业生求职效率的实证研究 总被引：6，自引：0，他引：6
YUE Chang-jun 《高等教育研究》2008,(6)
本文利用2007年全国高校毕业生的抽样调查数据,以"毕业时的就业状况"、"月起薪"和"工作满意度"作为衡量求职结果的"产出"指标,以求职渠道、求职次数、求职费用和学用结合状况作为衡量求职行为的"投入"指标,对高校毕业生的求职效率问题进行了统计分析,结果显示:多利用学校、亲朋好友、网络、专门性人才招聘会获取就业信息,找学用结合紧密的工作,注重针对性地求职,合理配置各项求职费用,有利于提高求职成功率,找到收入较多、满意度较高的工作。 相似文献
18.
James R. Valadez James Soto Anthony 《Community College Journal of Research & Practice》2013,37(2):97-108
One of the more significant trends in higher education has been the recent increase in dependence on part-time faculty members. Community colleges, more than any other sector of higher education, have been affected by this trend. However, few scholars and policy makers have made systematic studies to identify whether these individuals are satisfied with their roles, responsibilities, and rewards. The purpose of this investigation was to use nationally representative data to comprehensively study the job satisfaction and commitment of two-year college part-time faculty members. In doing so, this study provided richer definitions of job satisfaction and commitment that for practical and theoretical purposes better capture the multidimensionality of the psychological constructs of job satisfaction and commitment. 相似文献
19.
This two-phase mixed-methods study compares the job satisfaction of Turkish preschool teachers who are paid hourly against the satisfaction of those on regular contracts. The participants in its first, quantitative phase were 260 preschool teachers, of whom 81 also participated in the second, qualitative phase. Initial data collection from all phase-one participants was via the Job Satisfaction Scale. Then, in phase two, the members of the hourly paid group were asked three open-ended questions, and the regular-contract teachers two of the same questions, related to the advantages and disadvantages of hourly paid teaching. The results indicated a significant difference in job satisfaction levels between the two types of teachers. None of the interactive effects between preschool teachers’ working status and their gender, age, marital status, and in-service training was statistically significant. In phase two, moreover, more than half of the 41 hourly paid teachers (n?=?22) emphasised that they worked as hourly for economic reasons, while more than a third (n?=?30) of the overall phase-two sample stated that there was no advantage of working as an hourly paid teacher. Working conditions for hourly paid teachers were described as disadvantageous by almost half the members of the phase-two sample (n?=?37). 相似文献
20.
AbstractThis study reports on the design of a video-based instrument to assess student teachers’ parent–teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent–teacher conferences. Taking into account both conceptual and methodological challenges regarding the measurement of competences, several methodological steps were followed to design a video-based instrument focusing on the assessment of student teachers’ perception, interpretation and decision-making skills (PID skills) regarding parent–teacher communication: designing video vignettes presenting realistic job situations regarding parent–teacher communication; developing instructions to elicit student teachers’ PID skills; designing a coding scheme to analyse student teachers’ responses; and implementing the instrument (n = 269) to test and refine it. This ultimately resulted in an instrument consisting of (1) three video vignettes, (2) a series of open-ended questions eliciting student teachers’ PID skills, and (3) three coding schemes to develop a perception score, an interpretation score and a decision-making score for PTCC. The (4) implementation of the instrument confirmed that this innovative video-based tool might be a promising approach to assess student teachers’ PTCC. To conclude, the quality and contribution of the measurement instrument and the implications for further research are discussed. 相似文献