scholarly journals Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey

2019 ◽  
Vol 27 ◽  
pp. 11 ◽  
Author(s):  
Amanda Olsen ◽  
Francis Huang
Keyword(s):  
Job Satisfaction ◽  
Multilevel Models ◽  
Teacher Job Satisfaction ◽  
Influential Factors ◽  
Early Career ◽  
School Level ◽  
Principal Support ◽  
Turnover Rates ◽  
Schools And Staffing Survey ◽  
Moderation Effect

Although turnover rates are alarmingly high for early career and veteran teachers, turnover rates are even higher for those who identify as a teacher of color. To increase the retention of teachers, job satisfaction has become an important construct to analyze. Teacher cooperation and principal support within the school are two influential factors that directly relate to job satisfaction. Using the restricted 2011-2012 Schools and Staffing Survey, a nationally representative dataset, principal support, teacher cooperation, and their moderation effects were analyzed in relation to teacher job satisfaction using a series of multilevel models. After controlling for teacher- and school-level characteristics, principal support and teacher cooperation were statistically significant predictors of job satisfaction for all teachers. The moderation effect between the two variables of interest and race were also statistically significant. These findings emphasize the need to maintain professional communities where teachers can interact and collaborate with the support of their school leaders.

Job satisfaction among secondary teachers in Korea

2016 ◽  
Vol 45 (2) ◽  
pp. 284-297 ◽  
Author(s):  
Sukkyung You ◽  
Ann Y. Kim ◽  
Sun Ah Lim
Keyword(s):  
Job Satisfaction ◽  
Principal Leadership ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Individual Characteristics ◽  
School Level ◽  
Education Policies ◽  
Sense Of Efficacy ◽  
Nationally Representative ◽  
Using Data

This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers’ sense of job satisfaction. Previous research identified teachers with high job satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.

scholarly journals Identifying the factors that affect the job satisfaction of early career Notre Dame graduate physiotherapists

2016 ◽  
Vol 40 (5) ◽  
pp. 538 ◽  
Author(s):  
Eleni Bacopanos ◽  
Susan Edgar
Keyword(s):  
Job Satisfaction ◽  
Online Survey ◽  
Rating Scale ◽  
Influential Factors ◽  
Early Career ◽  
Career Stage ◽  
Future Health ◽  
Attrition Rates ◽  
Factors Influencing ◽  
The Future

Objective Previous studies have highlighted the short career intentions and high attrition rates of physiotherapists from the profession. The aim of the present study was to examine the job satisfaction and attrition rates of early career physiotherapists graduating from one Western Australian university. Methods A self-administered online survey was conducted of 157 Notre Dame physiotherapy graduates (2006–2012), incorporating a job satisfaction rating scale. Results Results showed that lowered job satisfaction was related to working in the cardiorespiratory area of physiotherapy and working in multiple jobs since graduation. The majority of graduates did not predict a long-term career in physiotherapy, highlighting a lack of career progression and limited scope of practice as influential factors. Conclusions Job satisfaction in early career physiotherapists varies across different clinical areas of practice related to several factors, including challenge and flexibility. New roles in the profession, including extended scope roles, may impact on the future job satisfaction of physiotherapists. Further studies are needed to explore the effect of these roles on workforce trends, including attrition rates. What is known about the topic? Physiotherapists predict careers of 10 years or less on entry into the profession. No previous studies have explored the individual factors influencing job satisfaction in early career physiotherapists across different clinical settings. What does this paper add? This study highlights specific factors influencing the job satisfaction of early career physiotherapists, including clinical area of practice. Physiotherapists working in the cardiorespiratory area were less satisfied, as were physiotherapists undertaking multiple positions since graduation. What are the implications for practitioners? This study informs employers and workforce planners on the factors affecting job satisfaction in early career physiotherapists. In addition, knowledge of issues affecting job satisfaction in the early career stage may assist educational institutions in their preparation of graduates for the future health workforce.

Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model

2020 ◽  
pp. 174114322097128
Author(s):  
Joo-Ho Park ◽  
North Cooc ◽  
Kang-Ho Lee
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
Empirical Studies ◽  
Teacher Job Satisfaction ◽  
Policy Implications ◽  
Professional Commitment ◽  
Teacher Influence ◽  
Schools And Staffing Survey ◽  
Teacher Professional ◽  
Multivariate Multilevel Model

Research shows teacher influence in school decision-making is related to improving individual job satisfaction and professional commitment. However, few empirical studies investigate how different domains of school decision-making may have a distinct relationship with both individual teacher job satisfaction and professional commitment. Using the Schools and Staffing Survey 2011–2012 and the National Teacher and Principal Survey 2015–2016 which are national samples of U.S. primary and secondary schools, this study examines teacher influence in managerial and instruction domains of school decision-making and whether both are associated with job satisfaction and professional commitment. Results showed that teacher influence in the instruction domain has a statistically stronger relationship with teacher professional commitment than job satisfaction. In contrast, teacher influence in the managerial domain of school decision-making has a statistically stronger relationship with teacher job satisfaction than professional commitment. The results have policy implications for involving teachers in school decision-making and improving their overall job satisfaction.

Distributed leadership and teacher job satisfaction in Singapore

2018 ◽  
Vol 56 (1) ◽  
pp. 127-142 ◽  
Author(s):  
Darlene García Torres
Keyword(s):  
Job Satisfaction ◽  
Teacher Perceptions ◽  
Distributed Leadership ◽  
Hierarchical Linear Modeling ◽  
Teacher Job Satisfaction ◽  
School Level ◽  
Principal Perceptions ◽  
Linear Modeling ◽  
Content Type ◽  
Individual Teacher

Purpose Singapore is a country with low teacher attrition rates and high performance on international assessments (TIMSS 2011/2015 and PISA 2012/2015). Consequently, its education system is often considered as a model for other nations. The purpose of this paper is to extend research on teacher job satisfaction in Singapore and provide comparative information for other education systems. Design/methodology/approach This paper presents a secondary analysis of data from the Organization for Economic Cooperation and Development’s 2013 Teaching and Learning International Survey with a focus on relationships among teacher and principal perceptions of distributed leadership and teachers’ job satisfaction in Singapore. Hierarchical linear modeling is applied to investigate teacher job satisfaction with principal perceptions and aggregate teacher perceptions of distributed leadership as school-level (level 2) variables and individual teacher perceptions of distributed leadership as a level 1 variable. Findings Results indicated that distributed leadership significantly predicted teachers’ work and professional satisfaction; higher distributed leadership scores were associated with higher satisfaction scores. Originality/value The significant positive relationship between distributed leadership and both dimensions of job satisfaction after accounting for individual teacher characteristics is a new finding in the Singapore schooling context.

Is Professional Commitment The Reason For Turnover Intentions of IT Professionals?

2019 ◽  
Vol 5 (1) ◽  
pp. 124
Author(s):  
Mohamed Buhari Mufitha ◽  
Su Teng Lee ◽  
Chen Chen Yong
Keyword(s):  
Job Satisfaction ◽  
Structural Equation ◽  
Turnover Intentions ◽  
Equation Model ◽  
Professional Commitment ◽  
Turnover Rates ◽  
It Professionals ◽  
Professional Advancement ◽  
Software Engineers ◽  
Job Satisfactions

Compared to others, professionals share distinguish workplace characteristics: one such is the high commitment to the professions over to working organizations. Information Technology (IT) professionals demonstrate higher turnover rates compared to others: their commitments to the profession has been suspected as a source of turnover. Considering their job satisfactions the present study aimed to investigate the influence of professional commitment on IT professionals’ turnover intentions. Data were collected from a sample of software engineers from Sri Lank using a survey questionnaire. The results of the structural equation model analysis concluded that professional commitment weakens IT professionals’ turnover intentions, which is partially mediated by job satisfaction. Professional commitment stimulates IT professionals’ job satisfaction. The findings challenge the presumption that IT professionals leave their organizations due to high commitments to the profession. Few factors were identified as significant in their job satisfactions: supervision, co-workers and work design. Pay and promotions were the least influencing job satisfaction factors. Managers may employ few strategies in their retention strategies: facilitate professional advancement needs within organizations, closely monitor supervision activities occurs and provide challenging and meaningful jobs. The study contributes to the turnover literature through empirical evidence on the influence of professional commitment on knowledge workers’ turnover intentions.

scholarly journals A multi-group higher-order factor analysis for studying the gender-effect in Teacher Job Satisfaction

METRON ◽  
2021 ◽  
Author(s):  
Carlo Cavicchia ◽  
Pasquale Sarnacchiaro
Keyword(s):  
Job Satisfaction ◽  
Factor Analysis ◽  
Secondary School Teachers ◽  
Estimation Method ◽  
Likelihood Estimation ◽  
Higher Order ◽  
Teacher Job Satisfaction ◽  
Public Secondary School ◽  
Order Factor ◽  
Maximum Likelihood Estimation Method

AbstractTeachers’ performances also depend on whether and how they are satisfied with their job. Therefore, Teacher Job Satisfaction must be considered as the driver of teachers’ accomplishments. To plan future policies and improve the overall teaching process, it is crucial to understand which factors mostly contribute to Teacher Job Satisfaction. A Common Assessment Framework and Education questionnaire was administered to 163 Italian public secondary school teachers to collect data, and a second-order factor analysis was used to detect which factors impact on Teacher Job Satisfaction, and to what extent. This model-based approach guarantees to detect factors which respect important properties: unidimensionality and reliability. All the coefficients are estimated according to the maximum likelihood estimation method in order to make inference on the parameters and on the validity of the model. Moreover, a new multi-group test for higher-order factor analysis was proposed and implemented. Finally, we analyzed in detail whether the factors impacting Teacher Job Satisfaction are characterized by gender.

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