The Contribution of Perceived Fit between Job Demands and Abilities to Teachers' Commitment and Job Satisfaction

Autor/inn/en	Bogler, Ronit; Nir, Adam E.
Titel	The Contribution of Perceived Fit between Job Demands and Abilities to Teachers' Commitment and Job Satisfaction
Quelle	In: Educational Management Administration & Leadership, 43 (2015) 4, S.541-560 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143214535736
Schlagwörter	Job Satisfaction; Elementary School Teachers; Predictor Variables; Teacher Administrator Relationship; Teacher Attitudes; Principals; Foreign Countries; Multiple Regression Analysis; Work Attitudes; Best Practices; Teacher Recruitment; Placement; Organizational Effectiveness; Correlation; Statistical Analysis; Questionnaires; Israel + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prädiktor; Lehrerverhalten; Principal; Schulleiter; Ausland; Work attitude; Arbeitshaltung; Lehrerrekrutierung; Betriebspraktikum; Praktikum; Unternehmenserfolg; Korrelation; Statistische Analyse; Fragebogen
Abstract	The current study aims at exploring the common means that may improve organizational effectiveness by focusing on two main facets of organizational qualities: teacher commitment and job satisfaction. Data were collected from 841 randomly sampled teachers employed in 118 elementary schools in Israel. A quantitative questionnaire, which included scales measuring organizational and professional commitment, extrinsic and intrinsic satisfaction and organizational and job-related characteristics, was employed. Multiple regression analyses revealed that the single variable that predicted both types of commitment (organizational and professional) and both types of satisfaction (intrinsic and extrinsic) was teachers' perceptions of the fit between one's job demands and abilities. The second most influential predictor was principals' interaction with the teachers. Job-related characteristics had the least impact on teacher's professional commitment and extrinsic satisfaction. The finding, that perceived job fit predicted both commitment and job satisfaction, reinforces the importance of the assumption about the significance of best practice in recruitment and placement processes, which has long been known to be significant in determining professional conduct. Other implications of the findings are discussed, and recommendations are provided to school principals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01