Veteran Teachers' Job Satisfaction as a Function of Personal Demands and Resources in the Relationships with Their Students

Autor/inn/en	Veldman, Ietje; Admiraal, Wilfried; van Tartwijk, Jan; Mainhard, Tim; Wubbels, Theo
Titel	Veteran Teachers' Job Satisfaction as a Function of Personal Demands and Resources in the Relationships with Their Students
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 8, S.913-926 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1200546
Schlagwörter	Foreign Countries; Experienced Teachers; Secondary School Teachers; Job Satisfaction; Teacher Student Relationship; Interviews; Questionnaires; Likert Scales; Self Concept Measures; Self Efficacy; Aspiration; Case Studies; Netherlands; Questionnaire on Teacher Interaction + Suchen Sie Ihr Suchwort? Ausland; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Fragebogen; Likert-Skala; Self-efficacy; Selbstwirksamkeit; Streben; Case study; Fallstudie; Case Study; Niederlande
Abstract	Many teachers experience their profession as stressful, which can have a negative impact on their job satisfaction, and may result in burnout, absenteeism, and leaving the profession. The relationship with students can have both positive and negative implications for the job satisfaction of teachers, both early and later in their careers. The current study focused on the relationship between veteran teachers' job satisfaction and their aspirations in teacher-student relationships. Data were gathered among 12 Dutch veteran secondary school teachers, including interviews, the Questionnaire on Teacher Interaction, and the Questionnaire on Teachers' Self-Efficacy. Veteran teachers' job satisfaction appeared to be positively related to the extent to which their aspirations in teacher-student relationships had been realized. Teachers who had failed to realize their aspirations in teacher-student relationships showed relatively low job satisfaction, or avoided feelings of low job satisfaction by reducing the number of tasks that were directly related to teaching students. An implication for coaching veteran teachers is the need to pay more attention to the teacher-student relationship so that they can adhere to the way they would like to teach students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01