Collective pedagogical teacher culture, teacher–student ethno-racial mismatch, and teacher job satisfaction

Stearns, Elizabeth; Banerjee, Neena; Mickelson, Roslyn Arlin; Möller, Stephanie

doi:10.1016/j.ssresearch.2013.12.011

Cited by 40 publications

(43 citation statements)

References 62 publications

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“…Teachers play a substantial part in generating, transforming and diffusing school culture. While education directors and school leaders are normally in charge of creating cultural norms in school environment, teachers must agree with and facilitate these principles (Kruse & Louis, 2009;Stearns et al, 2014). This finding demonstrates that teachers' job satisfaction is important in the relationship between school culture and school effectiveness, which is consistent with Grayson's (2008) study, which found that teacher job satisfaction mediated the impact of school culture on teachers' emotional conditions.…”

Section: The Mediating Effectsupporting

confidence: 67%

“…Thus, it may be that school culture affects school effectiveness not just directly, but additionally via the influence of teachers' job satisfaction. In addition, through teaching practices, school organizational culture can also have an effect on student outcomes (Gamoran, Secada & Marrett, 2000;Stearns, Banerjee, Mickelson & Moller, 2014). In spite of the fact that a more positive school culture could directly influence school effectiveness, the actual teachers in that school may have different opinions of the school's culture.…”

Section: Teachers' Job Satisfaction and School Effectivenessmentioning

confidence: 99%

“…In fact, school's culture cannot affect school outcomes directly. The influence need go through teachers' practice (Gamoran et al, 2000;Stearns et al, 2014). Teachers play a substantial part in generating, transforming and diffusing school culture.…”

Section: The Mediating Effectmentioning

confidence: 99%

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School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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Abstract. This study has investigated the relationship among school culture, teachers' job satisfaction, and school effectiveness. It also explored the mediating effect of teachers' job satisfaction on school culture and school effectiveness. Participants of the study include1, 297 teachers from 6 lower secondary and upper secondary schools in Beijing, China. Quantitative methods were used for data generation, consisting of 3 questionnaire-based surveys to measure, separately, school culture, school effectiveness, and job satisfaction from the teachers' perspective. The results indicated positively significant relationships among school culture, teachers' job satisfaction, and school effectiveness and that teachers' job satisfaction partially mediated the impact of school culture on school effectiveness. In light of these results, limitations and directions for future research are provided, as well as implications for education.

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Section: The Mediating Effectsupporting

confidence: 67%

Section: Teachers' Job Satisfaction and School Effectivenessmentioning

confidence: 99%

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School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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“…The association between teacher collaboration and job satisfaction, as well as that between control over classroom policy and job satisfaction, is most pronounced in schools with weaker professional communities [12].…”

Section: Introductionmentioning

confidence: 97%

Teachers’ Job Satisfaction and Work Performance

Baluyos¹,

Rivera²,

Baluyos³

2019

JSS

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Job satisfaction is a requirement for the work performance of the teacher. This study determined the relationship of teachers' job satisfaction and their work performance in the Division of Misamis Occidental during the school year 2018-2019. One hundred and four (104) school heads and three hundred and thirteen (313) teachers responded to the study. The researcher used the descriptive-correlational research design; and the Teacher Job Satisfaction Survey Questionnaire (TJSQ) and Individual Performance Commitment Review Form (IPCRF) as instruments. Mean, standard deviation, and Multiple Regression Analysis were the statistical tools used. Findings revealed that the teachers were highly satisfied with their job, and their work performance was very satisfactory. The satisfaction of teachers on school heads' supervision and job security inversely affect the teachers' work performance. Schools have to be provided with the faculty lounge so teachers can talk freely on their well-being. Human Resource Department officers have to include in their teacher retention strategies the teachers' welfare packages. Future researchers have to look into other factors that might predict the teachers' work performance.

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“…Other researchers are interested in studying the relationship between racial diversity of teachers and students and the job satisfaction of teachers (Ingersoll and May 2011a;Farkas et al 1990;McGrady and Reynolds 2012;Mueller et al 1999;Renzulli et al 2011;Downey and Pribesh 2004;Stearns et al 2014).…”

mentioning

confidence: 99%

Decision support system based on genetic algorithm and multi-criteria satisfaction analysis (MUSA) method for measuring job satisfaction

Aouadni

Rebaï

2016

Ann Oper Res

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In this paper, we propose a Decision Support System based on the MUSA method and the continuous genetic algorithm in order to measure job satisfaction. The objective is to help organizations evaluate and measure their employees' satisfaction. Our study is composed of two parts. Firstly, we propose to combine continuous genetic algorithm and the MUSA method in order to obtain a robust solution of good performance. The aim of the development of this algorithm is to verify its efficiency regarding the classical MUSA algorithm. Therefore, we compare the result of continuous genetic algorithm with that of the MUSA algorithm. In the second part, we present our Decision Support Systems called "GMUSA System", it was developed in order to facilitate the applications and the use of the GMUSA tools and overcome the increasing complexity of managerial contexts. Our new system "GMUSA" is applied at the University of Sfax to measure teachers' job satisfaction. Keywords Continuous genetic algorithm • Decision support system • Job satisfaction • MUSA method 1 Introduction Although, job satisfaction was studied widely in psychology, it has no single definition but different opinions about it. Furthermore, it is not clear if there are specific measurement dimensions. The problems concerning a clear definition of job satisfaction lie mostly in the complexity of the topic, the subjectivity and the quality nature of the satisfaction concept (Grigoroudis and Siskos 2009).

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Collective pedagogical teacher culture, teacher–student ethno-racial mismatch, and teacher job satisfaction

Cited by 40 publications

References 62 publications

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Teachers’ Job Satisfaction and Work Performance

Decision support system based on genetic algorithm and multi-criteria satisfaction analysis (MUSA) method for measuring job satisfaction

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