School staffing and the quality of education: Teacher adjustment and satisfaction

Watson, Alan J.; Hatton, Neville; Squires, Don; Soliman, Izabel

doi:10.1016/0742-051x(91)90058-w

Cited by 18 publications

(7 citation statements)

References 5 publications

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“…The data analysis indicated gender and religion differences with regard to both job satisfaction, though the magnitude was relatively low, and to teachers' perceptions of the principal as a transactional leader. An analysis of the model revealed that female teachers expressed greater job satisfaction than did their male peers, thus supporting earlier studies (Chapman & Lowther, 1982;Kagen, 1983;Watson, Hatton, Squires, & Soliman, 1991). In addition, Jewish teachers expressed higher levels of job satisfaction than did the non-Jewish teachers.…”

Section: Limitationssupporting

confidence: 82%

The Influence of Leadership Style on Teacher Job Satisfaction

Bogler¹

2001

Educational Administration Quarterly

422

303

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The article examines the effects of principals’ leadership style (transformational or transactional), principals’ decision-making strategy (autocratic versus participative), and teachers’occupation perceptions on teacher satisfaction from the job. More specifically, it attempts to find out how much of the variation in teachers’job satisfaction can be attributed to their perceptions of their occupation, as compared to their perceptions about their principals’ leadership style and decision-making strategy. A quantitative questionnaire using Likert-type scales was administered to 930 teachers in Israeli schools, of whom 745 responded. Path analysis was used to explain teacher job satisfaction by the exogenous variables. The most salient finding was that teachers’occupation perceptions strongly affected their satisfaction. Principals’transformational leadership affected teachers’satisfaction both directly and indirectly through their occupation perceptions. Implications of the study are discussed in relation to supervisors and principals, as well as to policy makers at the government level.

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Section: Limitationssupporting

confidence: 82%

The Influence of Leadership Style on Teacher Job Satisfaction

Bogler¹

2001

Educational Administration Quarterly

422

303

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“…Job Satisfaction positively influences the teachers' performance, students' achievement, organizational commitment and as well as work motivation. Job Satisfaction is a source of motivation that sustains effort in performing tasks required of good teachers (Watson et al, 1991). So, Shanthapparaj & Solucis (2005) stated that Job Satisfaction is good not only for employees but employers too.…”

Section: Introductionmentioning

confidence: 99%

Job Satisfaction of Teacher Educators in Different Types of B.Ed. Colleges in West Bengal

Barman¹,

Bhattacharyya²

2017

IOSR JHSS

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“…There is a general view amongst beginning teachers that their teacher education coursework is too theoretical and not sufficiently practical (Watson et al, 1991;Hatton, 1989). Rarely do they mention intellectual strengths or the mastery of subject matter.…”

Section: Neville Hatton Lee Owens and Anne Powellmentioning

confidence: 98%