Predictors of Job Satisfaction Among Teachers in Religious Schools

Gaziel, Haim H.; Maslovaty, Nava

doi:10.7459/es/16.2.05

Cited by 3 publications

(4 citation statements)

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“…Regarding the individual features, the data cannot confirm that women displayed more job satisfaction than did men (cf. Gaziel & Maslovaty, 1998;Liou et al, 1990;Ma & MacMillan, 1999): We found no significant relation with sex, which supported the findings of, for example, Culver and colleagues (1990) and Sweeney (1981Sweeney ( , 1982. The stated significant, negative association with age-the older, the less satisfied-confirmed the findings of Culver and colleagues, Friedman (1991), and Ma and MacMillan but contradicted the findings of Sweeney (1981Sweeney ( , 1982.…”

Section: Resultssupporting

confidence: 91%

“…To avoid selection effects, I built in controls for several individual characteristics that affect job satisfaction, namely, sex (e.g., Friedman, 1991;Gaziel & Maslovaty, 1998;Liou et al, 1990;Ma & MacMillan, 1999), age (e.g., Culver et al, 1990;Friedman;Liou et al;Ma & MacMillan;Sweeney, 1981Sweeney, , 1982, socioeconomic status (SES) of origin (Dworkin, 1980), and subject (Green- Reese et al, 1991).…”

Section: Methodsmentioning

confidence: 99%

“…Teachers' job satisfaction is determined to a great extent by their expectations with respect to the achievement of their pupils (Gaziel & Maslovaty, 1998). In lower tracks, teachers do not seem to be confident that their expectations with respect to pupil achievement will be met.…”

Section: Study Culture Trust and Satisfactionmentioning

confidence: 99%

“…Researchers have demonstrated that such workplace conditions as school size, administrative control, organizational culture, group racial composition, and so forth affect teacher satisfaction (Gaziel & Maslovaty, 1998;Green-Reese, Johnson, & Campbell, 1991;Ma & MacMillan, 1999;Mueller, Finley, Iverson, & Price, 1999), but no research as yet has linked teacher satisfaction to tracking practices. In the next sections, I demonstrate why, theoretically, a relation between tracking and teacher satisfaction might be expected.…”

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confidence: 99%

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Tracking and Teacher Satisfaction: Role of Study Culture and Trust

Houtte

2006

The Journal of Educational Research

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A multilevel analysis of data from 711 teachers and 3,760 pupils in a sample of 34 Flemish (Belgium) secondary schools (19 technical/vocational and 15 general schools) demonstrated a relation between tracking and teachers' job satisfaction. Teachers in technical/vocational schools tended to be less satisfied with their jobs than were teachers in general schools. The relation seemed ascribable to pupils' culture, which was far less study oriented in technical/vocational schools than in general schools. Results show that pupils' study culture affected teacher satisfaction by its influence on teacher trust and faculty trust.

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Section: Resultssupporting

confidence: 91%

Section: Methodsmentioning

confidence: 99%

Section: Study Culture Trust and Satisfactionmentioning

confidence: 99%

mentioning

confidence: 99%

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Tracking and Teacher Satisfaction: Role of Study Culture and Trust

Houtte

2006

The Journal of Educational Research

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Satisfaction of Jewish and Arab Teachers in Israel

Bogler

2005

The Journal of Social Psychology

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The author investigated the differences between Jewish Israeli and Arab Israeli teachers in their satisfaction with their work. Initially, the goal of the present study was to investigate whether there were demographic attributes (such as age, gender, and education) that differentiated between the two groups of teachers. Later, the author added two variables, teachers' perceptions of their occupation and teachers' perceptions of their principals' leadership styles, to the analysis to examine their contribution to the level of satisfaction for each group. Regression analyses revealed the significant power of the two added variables in predicting teacher satisfaction among both Jewish and Arab Israeli teachers. The author discussed implications of the findings in relation to principals' roles and teachers' perceptions.

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Satisfaction professionnelle, formation et santé au travail des enseignants

Adnot¹,

Chaliès²

2014

Carrefours De l'Éducation

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Après un recueil des principaux textes institutionnels du domaine, cet article propose une synthèse des résultats scientifiques relatifs aux liens pouvant être établis entre la satisfaction professionnelle des enseignants et leur santé au travail. En prenant appui sur le modèle de Duffy et Lent (2009) faisant consensus dans la littérature, il détaille plus précisément les cinq facteurs interdépendants influençant la satisfaction professionnelle des enseignants : leur type de personnalité ; leur sentiment d’efficacité personnelle ; la qualité et l’atteinte du but qu’ils poursuivent ; les conditions humaines et matérielles qui leur sont offertes dans leur établissement et les aides placées à leur disposition. L’article montre plus en détails que les préconisations des textes institutionnels en matière d’accroissement et d’adaptation de la formation pour accentuer la satisfaction professionnelle, et par-là même la santé au travail des enseignants, ne traduisent pas véritablement les résultats scientifiques. Après avoir détaillé les quelques études ayant à ce jour établi un lien de causalité entre la satisfaction professionnelle des enseignants au travail et la possibilité qui leur est offerte d’être formés, cet article ouvre finalement une nouvelle perspective de recherche.

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Predictors of Job Satisfaction Among Teachers in Religious Schools

Cited by 3 publications

References 0 publications

Tracking and Teacher Satisfaction: Role of Study Culture and Trust

Tracking and Teacher Satisfaction: Role of Study Culture and Trust

Satisfaction of Jewish and Arab Teachers in Israel

Satisfaction professionnelle, formation et santé au travail des enseignants

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