Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement?

Autor/inn/en	Topchyan, Ruzanna; Woehler, Carol
Titel	Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement?
Quelle	In: Education and Urban Society, 53 (2021) 2, S.119-145 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124520926161
Schlagwörter	Substitute Teachers; Elementary School Teachers; Secondary School Teachers; Employment Level; Teaching Experience; Gender Differences; Job Satisfaction; Work Attitudes; Teacher Student Relationship; Job Performance; Correlation + Suchen Sie Ihr Suchwort? Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beschäftigungsgrad; Geschlechterkonflikt; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work attitude; Arbeitshaltung; Teacher student relationships; Lehrer-Schüler-Beziehung; Work performance; Arbeitsleistung; Korrelation
Abstract	This study explored whether teacher status (full-time vs. substitute) and its interaction with teacher gender and length of work experience had an effect on the linear combination of teacher job satisfaction and work engagement. The study was conducted with 238 full-time and substitute teachers. The findings suggested that full-time teachers' social engagement, social engagement with students, and job satisfaction were significantly higher than those of substitute teachers, and that female teachers were more engaged with students than their male counterparts and substitute teachers. Length of teaching experience did not have any significant effect on job satisfaction or work engagement. Implications for educational leadership are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01