Literaturnachweis - Detailanzeige
| Autor/inn/en | Dinham, Steve; Scott, Catherine |
|---|---|
| Titel | Modelling Teacher Satisfaction: Findings from 892 Teaching Staff at 71 Schools. |
| Quelle | (1997), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Change; Elementary Secondary Education; Foreign Countries; Job Satisfaction; Quality of Working Life; Surveys; Teacher Attitudes; Teacher Motivation; Teaching Conditions; Work Environment; Australia |
| Abstract | This survey was undertaken to build upon and validate understanding of teacher satisfaction and dissatisfaction, orientation to teaching, teachers' values, and teacher health. The purpose of this endeavor was also to develop an instrument suitable for identifying and quantifying the sources and relative strength of factors contributing to teacher satisfaction and dissatisfaction. The survey was a machine readable self-report instrument consisting mostly of precoded items with some open-ended questions. A total of 2,336 surveys were distributed to 71 schools in Western Sydney (Australia) with a 38 percent response rate. As predicted from a previous study, teachers are satisfied by matters intrinsic to the role of teaching, such as student achievement, positive relationships with the students, self-growth, and mastery of professional skills. They are dissatisfied with a second set of factors that are extrinsic to the task of teaching and outside the control of teachers and schools (e.g., the rapid pace and nature of educational change, increased expectations being placed on schools, the community's poor opinion of teachers, and lack of support for implementation of change policies). A third band of factors revealed by the study had not been identified by previous research. Falling between intrinsic rewards of teaching and extrinsic sources of teacher dissatisfaction are school-based factors such as school leadership, climate, and decision making, school reputation, and school infrastructure. It is these factors where most variation occurred from school to school, and where most potential for change can be found. (Contains 7 tables and 20 references.) (LH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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