Job Satisfaction of Teachers in Primary Adult Education in Croatia: Portrait on the Eve of Educational Reform

Autor/inn/en	Pavic, Dario; Cernja, Iva
Titel	Job Satisfaction of Teachers in Primary Adult Education in Croatia: Portrait on the Eve of Educational Reform
Quelle	In: International Journal of Lifelong Education, 38 (2019) 5, S.553-565 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2019.1674392
Schlagwörter	Job Satisfaction; Adult Education; Foreign Countries; Teacher Attitudes; Work Attitudes; Second Language Learning; Teaching Experience; Teacher Characteristics; Adult Educators; Educational Change; Predictor Variables; Croatia + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Lehrerverhalten; Work attitude; Arbeitshaltung; Zweitsprachenerwerb; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Bildungsreform; Prädiktor; Kroatien
Abstract	Assessing teacher job satisfaction is a recurrent theme in educational research. Given the forthcoming reform of the Croatian adult education system, a survey of teacher satisfaction in primary adult education was performed. Teachers exhibited two dimensions of satisfaction/dissatisfaction: one with the teaching programme and process, and the other with the attendees' performance and support. Four clusters of teachers were identified with respect to their satisfaction levels regarding the two dimensions. Most teachers are dissatisfied with the teaching programme and process. This dissatisfaction is associated with higher experience, working only in adult education, delivering lessons based on periodical individual instruction, and having non-native speakers of Croatian in class. Satisfaction with attendees' performance and support is more pronounced but is associated only with not having non-native speakers of Croatian in class. Existing theories explain the results well, considering the differences between the regular education system and that of adult education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01