Satisfaction of Jewish and Arab Teachers in Israel

Bogler, Ronit

doi:10.3200/socp.145.1.19-34

Cited by 47 publications

(34 citation statements)

References 21 publications

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“…Furthermore, structural school characteristics, such as school size, denomination (i.e., private versus public schools), and school type (i.e., general versus technical and/or vocational education) are assumed to affect teachers' organizational commitment (Mathieu & Zajac, 1990;Vandenberghe & Huberman, 1999). However, other researchers came to the conclusion that the effect of context variables are nearly negligible (Bogler, 2005;Culver, Wolfle, & Cross, 1990). Due to these inconsistent findings in the literature, it is our aim to investigate the relation between context variables and teachers' organizational commitment.…”

Section: Demographical and Structural School Characteristicsmentioning

confidence: 96%

The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach

Hulpia

Devos

Keer

2009

The Journal of Educational Research

127

125

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Section: Demographical and Structural School Characteristicsmentioning

confidence: 96%

The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach

Hulpia

Devos

Keer

2009

The Journal of Educational Research

127

125

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“…Job satisfaction is described in the literature as an important attitude of employees and managers to their jobs (Oplatka & Mimon 2008) and one's feelings about a job (Bogler 2005). Any person with a high degree of job satisfaction will in comparison display a positive attitude towards his or her career (Pirbasti et al 2014).…”

Section: Job Satisfactionmentioning

confidence: 99%

Flexi work, financial well-being, work–life balance and their effects on subjective experiences of productivity and job satisfaction of females in an institution of higher learning

Jackson

Fransman

2018

SAJEMS

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Background: Expressions such as ‘there are not enough hours in the day’ and ‘the 25 h workday’ or cliché statements such as ‘working 24/7’ have become common overtones in the way employees feel about time at work. Because of this ‘lack of time’ feeling, alternative work arrangements such as flexitime, telecommuting and practices such as work–life balance have emerged as popular topics for researchers, employees, organisations and the like in the past few decades. Setting: Women are still the main caregivers of family members and households, and compared to men, they are less likely to be granted flexitime by their employers. It therefore seems realistic to imagine that women would suffer more from work–life conflict. Women still earn, on average, less than men and are more likely to have part-time jobs. This has an impact on the financial well-being of women. These issues have yet to be investigated in an institution of higher learning in South Africa. Aim: This study was aimed at determining: (1) the relationship between flexi work, financial well-being and work–life balance, productivity and job satisfaction, (2) the role of flexible work, financial well-being and work–life balance in productivity and job satisfaction, and (3) the mediating effect of productivity (job satisfaction in the alternative model) in the relationship between flexible work, financial well-being and work–life balance and job satisfaction (productivity in the alternative model). Methods: A cross-sectional survey was used with a convenience sample (n = 252) of female support employees, employed in a higher education institution in the North West province of South Africa. Results: Findings of the study indicated a statistically significant relationship between the variables. Results indicated that financial well-being, work–life balance and productivity were statistically significant predictors of job satisfaction, and in addition, subjective experiences of productivity serve as partial mediators in the relationship between financial well-being and work–life balance on the one hand, and job satisfaction on the other hand. Conclusion: It seems like financial well-being and work–life balance play a more important role in job satisfaction and that financial well-being and work–life balance are more important for job satisfaction through subjective experiences of productivity. It would therefore make sense to increase experiences of financial well-being and work–life balance to address experiences of low levels of job satisfaction and subjective experiences of productivity.

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“…Teachers that teach outside the field that they were trained in or take on assignments that cross multiple fields of study are less satisfied than teachers whose assignments are properly aligned with their preparation [Moore Johnson, 2006]. Additionally, teachers that take on leadership roles and feel like they have input into school decisions are more satisfied than those that feel isolated and voiceless [Bogler, 2005;Burns, Darling-Hammond, 2014]. Limited teacher involvement in school decision-making, in addition to poor work conditions, are the most common reasons for teacher attrition [Burns, Darling-Hammond, 2014;Ferguson, Frost, Hall, 2012;Moore Johnson, 2006].…”

Section: Key Policies Associated Withmentioning

confidence: 99%

Teacher Satisfaction in High Poverty Schools: Searching for Policy Relevant Interventions in Estonia, Georgia, and Latvia

Smith

Persson

2016

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Abstract. Provided the shared post-soviet context and the rapidly declining school age population, this comparative study of teachers in Estonia, Georgia, and Latvia can shed light on alternative approaches to increased teacher satisfaction for countries in similar contexts that are unable to make across the board increases in teacher salary. The focus on high poverty schools is essential in these countries as the changing demographics and present school funding mechanisms disproportionately affect rural schools which are often high poverty. This study addresses two pressing research questions, exploring each independently for Estonia, Georgia, and Latvia: 1) How does teacher satisfaction and other teacher characteristics differ by school poverty level? 2) What policy relevant factors are related to increased satisfaction for teachers in high poverty schools? Data from the 2013 Teaching and Learning International Survey (TALIS) were used in this study. Given the dichotomous measures of the outcome variable (teacher satisfaction), hierarchical generalized linear modeling (HGLM) was the primary method of analysis. Although the policy implementation and internalization process is challenging, this study indicates that simplistic, externally driven policy solutions, such as introducing induction programs or changing the contract status of teachers, are not as effective in increasing teacher satisfaction as investments that contribute to a positive school climate where teachers feel valued and included as professionals. Keywords: teachers, high poverty schools, teacher satisfaction, school climate, autonomy, induction programs, Estonia, Georgia, Latvia. 10.17323/1814-9545-2016-2-146-182 Teachers in high poverty schools are less satisfied with their current employment than their counterparts in medium and low poverty schools, fuelling teacher turnover that can plague students already facing the challenges of high poverty schooling. Teacher satisfaction and retention are directly related and can shape school culture DOI:

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Satisfaction of Jewish and Arab Teachers in Israel

Cited by 47 publications

References 21 publications

The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach

The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach

Flexi work, financial well-being, work–life balance and their effects on subjective experiences of productivity and job satisfaction of females in an institution of higher learning

Teacher Satisfaction in High Poverty Schools: Searching for Policy Relevant Interventions in Estonia, Georgia, and Latvia

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