An International Comparative Study of Teacher Satisfaction, Motivation, and Health: Australia, England, and New Zealand.

Autor/inn/en	Dinham, Steve; Scott, Catherine
Titel	An International Comparative Study of Teacher Satisfaction, Motivation, and Health: Australia, England, and New Zealand.
Quelle	(1998), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Elementary Secondary Education; Foreign Countries; International Studies; Job Satisfaction; Stress Variables; Tables (Data); Teacher Attitudes; Teachers; Australia; New Zealand; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Internationaler Studiengang; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Tabelle; Lehrerverhalten; Lehrer; Lehrerin; Lehrende; Australien; Neuseeland
Abstract	This paper presents the findings of a three-way comparison of teachers and school administrators in Australia, England, and New Zealand. The Teacher 2000 Project examined teachers' feelings about and reactions to teaching. Researchers used a seven section, self-report questionnaire that included items on demographics, orientation to teaching, satisfaction/dissatisfaction with teaching, time devoted to teaching tasks, commitment to teaching, and mental stress. There also was an open ended question for making comments about teaching. A total of 5,722 surveys were sent to elementary and secondary level public school teachers and administrators in Australia, England, and New Zealand. There were 892 Australian respondents, 543 English respondents, and 565 New Zealand respondents. Data analysis indicated that there was significant commonality in the sources and strength of teacher and administrator satisfaction and dissatisfaction, commitment and orientation to teaching, and mental stress (though there were some contextual differences between countries). Teachers from all three countries keenly felt: the influences of educational change; increased social, academic, and administrative responsibilities for schools; increased community criticism; and lower teacher status. Teachers and administrators also found their core business of facilitating student learning and their professional self-growth to be highly satisfying. (Contains 6 tables and 15 references.) (SM).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC