Relationships between Teacher Influence in Managerial and Instruction-Related Decision-Making, Job Satisfaction, and Professional Commitment: A Multivariate Multilevel Model

Autor/inn/en	Park, Joo-Ho; Cooc, North; Lee, Kang-Ho
Titel	Relationships between Teacher Influence in Managerial and Instruction-Related Decision-Making, Job Satisfaction, and Professional Commitment: A Multivariate Multilevel Model
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 1, S.116-137 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Joo-Ho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220971287
Schlagwörter	Teacher Influence; Job Satisfaction; Teacher Persistence; Participative Decision Making; Elementary Secondary Education; National Surveys; Hierarchical Linear Modeling; Predictor Variables; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Prädiktor
Abstract	Research shows teacher influence in school decision-making is related to improving individual job satisfaction and professional commitment. However, few empirical studies investigate how different domains of school decision-making may have a distinct relationship with both individual teacher job satisfaction and professional commitment. Using the Schools and Staffing Survey 2011-2012 and the National Teacher and Principal Survey 2015-2016 which are national samples of U.S. primary and secondary schools, this study examines teacher influence in managerial and instruction domains of school decision-making and whether both are associated with job satisfaction and professional commitment. Results showed that teacher influence in the instruction domain has a statistically stronger relationship with teacher professional commitment than job satisfaction. In contrast, teacher influence in the managerial domain of school decision-making has a statistically stronger relationship with teacher job satisfaction than professional commitment. The results have policy implications for involving teachers in school decision-making and improving their overall job satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01