scholarly journals The relationship between servant leadership of principals and beginning teacher job satisfaction and intent to stay

2012 ◽  
Author(s):  
Randy D. Caffey
Keyword(s):  
Job Satisfaction ◽  
Servant Leadership ◽  
Intent To Stay ◽  
Beginning Teacher ◽  
Teacher Job Satisfaction ◽  
The Relationship

Teacher-principal race and teacher satisfaction over time, region

2017 ◽  
Vol 55 (6) ◽  
pp. 624-639
Author(s):  
Samantha L. Viano ◽  
Seth B. Hunter
Keyword(s):  
Job Satisfaction ◽  
Fixed Effects ◽  
White Teachers ◽  
Ordinary Least Squares ◽  
Teacher Job Satisfaction ◽  
Southern Region ◽  
Content Type ◽  
Black Principals ◽  
The Relationship ◽  
Over Time

Purpose The purpose of this paper is to replicate prior findings on teacher-principal race congruence and teacher job satisfaction and extend the literature by investigating trends over time and if the relationship between race congruence and teacher job satisfaction differs by principal race and region. Design/methodology/approach The study sample comes from four waves of cross-sectional data, the nationally representative Schools and Staffing Survey, administered between 2000 and 2012. The analysis is conducted using ordinary least squares and school-year fixed effects with a comprehensive set of covariates. Findings The relationship between race congruence and teacher job satisfaction is attenuating over time and is likely explained by the lower job satisfaction of white teachers who work for black principals. Some evidence indicates teacher-principal race congruence has greater salience in the Southern region of the country. Find evidence that teachers with race-congruent principals report more workplace support than their non-race congruent colleagues. Research limitations/implications Future studies should investigate why racial congruence has more salience in the Southern region of the country and for white teachers who work with black principals. At the same time, results indicate that teacher-principal race congruence might no longer be a determinant of teacher job satisfaction, although further studies should continue investigating this relationship. Originality/value Findings on the changing nature of the relationship between principal-teacher race congruence and teacher job satisfaction over time as well as the differing nature of race congruence in the Southern region of the country are both novel findings in the literature.

scholarly journals The relationship between teacher stress and job satisfaction as moderated by coping using single-item measures

2021 ◽  
Author(s):  
◽  
Seth Woods
Keyword(s):  
Job Satisfaction ◽  
Randomized Trials ◽  
Teacher Stress ◽  
Teacher Job Satisfaction ◽  
Stress Reaction ◽  
Stress Coping ◽  
Coping Capacity ◽  
Single Item ◽  
Using Data ◽  
The Relationship

Teacher stress has been studied for decades and the negative outcomes of too much stress are well known, such as burnout and lack of teacher retention. The present study focuses on the relationship between teacher stress and teacher job satisfaction. The Transactional Model of stress specifies that coping must be accounted for when considering a person's stress reaction, as a person's coping capacity or resources are what determines whether stress reaction will occur. The present study seeks to answer the question: Does coping moderate the relationship between teacher stress and job satisfaction? Moderation analysis was conducted using data from randomized trials examining a leadership training program. The results showed that coping moderated the relationship between stress and job satisfaction. Adding to the importance of this study for practitioners is that all three constructs (stress, coping, and job satisfaction) were measured using single items, making it easy for practitioners to measure among their staff.

Educational Leadership and Job Satisfaction

2020 ◽  
Author(s):  
Raimonda Alonderiene ◽  
Margarita Pilkiene
Keyword(s):  
Job Satisfaction ◽  
Educational Leadership ◽  
Job Attitudes ◽  
Teacher Job Satisfaction ◽  
Educational Organizations ◽  
Leadership Theories ◽  
Teaching Role ◽  
The Many ◽  
The Relationship ◽  
Positive Effect

Educational leadership, job satisfaction, and their relationship are revealed in contemporary research on the psychosocial phenomena of educational organizations. Historically, leadership and job attitudes, including job satisfaction, were studied in separate literatures, with different methodologies, and by different groups of researchers. Educational leadership is a broad stream of study, relating all the richness of leadership schools of thought within the context of education. However, the typology identified in this article helps in summarizing and analyzing educational leadership theories. Job satisfaction is a narrower construct, the focus being on the attitudinal nature of it. Teacher job satisfaction is defined as teachers’ affective reactions to their work or to their teaching role. Literature suggests that among the many antecedent factors of job satisfaction, leadership (in a variety of its lenses, such as trait, position, role, process, relationship, and lifestyle) is one of the strongest predictive factors, even more, educational leadership in general has a large positive effect on job satisfaction. Thus, exploration of the relationship between educational leadership and job satisfaction leads to a rich understanding of how teachers and other employees experience the effects of leadership and of how job satisfaction is enhanced, leading to organizational effectiveness in educational settings.

scholarly journals The Influence of Work-Life Balance, Servant Leadership, and Reward to Employee Engagement with Job Satisfaction as Mediator

2021 ◽  
Vol 12 (4) ◽  
pp. 1511-1529
Author(s):  
Andyan Pradipta Utama, Et. al.
Keyword(s):  
Job Satisfaction ◽  
Servant Leadership ◽  
Hypothesis Testing ◽  
Employee Engagement ◽  
Work Life ◽  
Structural Relationship ◽  
Work Life Balance ◽  
Life Balance ◽  
Relationship Of ◽  
The Relationship

The purpose of this research is to test the influence of work and personal balance, servant leadership, the reward of employee engagement with job satisfaction variables as mediators. The type of research used is explanatory research with a quantitative approach. The research hypothesis is a theoretical model consisting of the influence of work-life balance, servant leadership, and reward with mediator job satisfaction that can be used to predict and explain the emee engagement (FIT) with empirical data. The research respondent is the employee of Bank X in Bandung as much as 205 employees while the method of measuring data using a work-life balance scale, servant leadership and reward as an exogenous with a mediator job satisfaction to the employee engagement as endogenous with RMSEA 0.049. Data analysis using structural equation model (SEM) by using linear structural model (LISREL) version 8.72. Hypothesis testing structural relations included 5 variables fit, has the meaning the model matched (FIT) with field data. Hypothesis testing the structural relationship variables of the work-life balance, servant leadership, and reward simultaneously were able to describe the KK variable by 0.80 or 80%, while the relationship of job satisfaction against employee engagement 0.42 or 42%. The model accepted and the statement about the relationship of a variety of variables used is valid as a construct and can be inferred as the structural relationship.

scholarly journals Organización del tiempo docente y su relación con la satisfacción laboral: Evidencia para el caso chileno

2017 ◽  
Vol 25 ◽  
pp. 64
Author(s):  
Veronica Cabezas ◽  
María Paz Medeiros ◽  
David Inostroza ◽  
Constanza Gómez ◽  
Vicente Loyola
Keyword(s):  
Job Satisfaction ◽  
Positive Relationship ◽  
Collaborative Work ◽  
Negative Relationship ◽  
Teacher Job Satisfaction ◽  
Key Factors ◽  
Conditional Models ◽  
The Relationship ◽  
Positive Effect ◽  
Actual Teaching

The literature indicates that teachers lack of time to adequately prepare and fulfill their responsibilities, is one of the key factors that negatively influence levels of teacher job satisfaction. Considering a representative sample of teachers in Santiago of Chile (N=950) and using conditional models, this study explores the relationship between teacher job satisfaction that work in subsidized schools, and the time available to these teachers for realizing activities over and above actual teaching hours: contracted non-teaching hours and additional overtime. This study uses a questionnaire that incorporates, in addition to the overtime, information about how teachers use their time, identifying the type of activities they are involved in, and if they are involved individually or as a group. The results indicate that there is a robust positive relationship between the number of contracted non-teaching hours and teacher job satisfaction, and a negative relationship with respect to overtime. Also identified the relevance of being adequately resourced with formal instances to engage in collaborative work for planning and prepare class materials, since it is linked to a positive effect on teacher job satisfaction.

The effect of servant leadership, perceived organizational support, job satisfaction and job embeddedness on turnover intentions

2020 ◽  
Vol 8 (2) ◽  
pp. 177-194 ◽  
Author(s):  
Tobias M. Huning ◽  
Kevin J. Hurt ◽  
Rachel E. Frieder
Keyword(s):  
Job Satisfaction ◽  
Servant Leadership ◽  
Organizational Support ◽  
Perceived Organizational Support ◽  
Turnover Intentions ◽  
Job Embeddedness ◽  
Content Type ◽  
Positive Effects ◽  
Mediating Mechanisms ◽  
The Relationship

PurposeThe purpose of this study is to provide insights into the effect of servant leadership on turnover intentions. The authors investigate the mediating effects of perceived organizational support (POS), job embeddedness and job satisfaction on the relationship between servant leadership and turnover intentions. In doing so, the authors seek to make the following contributions. First, the authors seek to provide additional empirical evidence for servant leadership as an effective organizational theory. Additionally, the authors seek to establish POS, embeddedness and job satisfaction as underlying mechanisms that transmit the positive effects of servant leadership.Design/methodology/approachThe data were collected from a paper and pencil survey questionnaire provided to employees of different organizations in a metropolitan area in the southeastern United States. The sample consisted of 150 participants; complete (listwise) data were available for 115 participants.FindingsThe study shows that POS and embeddedness are mediating mechanisms through which servant leadership is related to employee turnover intentions. The authors found POS and job embeddedness to be significant mediating constructs which help explain the nature of the relationship between servant leadership and turnover intentions.Originality/valueBy investigating these constructs in the present framework, we help to provide answers to the questions of how and why servant leadership affects employee outcomes. These answers are an important step towards more fully understanding the complex ways by which followers respond to servant leadership.

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