Teachers’ job satisfaction: Analyses of the Teacher Follow-up Survey in the United States for 2000–2001

Liu, Xiaofeng Steven; Ramsey, Jase R.

doi:10.1016/j.tate.2006.11.010

Cited by 193 publications

(178 citation statements)

References 15 publications

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“…This argument is supported by previous studies, documenting the major role of stress on teachers' job satisfaction (Liu & Ramsey, 2008).…”

Section: Effects Of Efficacy Beliefs and Job Satisfaction On Emotionssupporting

confidence: 74%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

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“…This argument is supported by previous studies, documenting the major role of stress on teachers' job satisfaction (Liu & Ramsey, 2008).…”

Section: Effects Of Efficacy Beliefs and Job Satisfaction On Emotionssupporting

confidence: 74%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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“…Ello indicaría que las características disposicionales de la resiliencia serían factores que permiten que en alguna medida los profesores deriven satisfacción de su desempeño laboral a pesar del complejo escenario en el cual desempeñan su rol docente. Este escenario complejo incluye la intensificación del trabajo, falta de tiempo y descansos en la jornada laboral, falta de recursos, sensación de abandono, culpabilización (Liu & Ramsey, 2008;Robalino & Körner, 2005;Vaillant & Rossel, 2006), y también guarda relación con estresores percibidos intensamente por docentes (Manassero et al, 2005), obstáculos técnicos, sociales y de salud mental (Salanova et al, 2005), además de los riesgos psicosociales presentes en cualquier tipo de organización, sobre todo en el sector servicios (Quiceno & Vinaccia, 2007).…”

Section: Discussionunclassified

“…Junto a ello y como consecuencia de la crisis de la institución socializadora básica, la familia, deben incluir también temáticas como el uso de drogas, alcohol y sexualidad. Esta falta de tiempo para la preparación de clases, para descansos durante la jornada laboral o por la necesidad de tener más de un trabajo aparece en diferentes estudios sobre profesores chilenos, latinoamericanos y estadounidenses (Liu & Ramsey, 2008;Robalino & Körner, 2005;Vaillant & Rossel, 2006). Una revisión de la literatura internacional de investigaciones realizadas en Chile, América Latina y otros países en desarrollo muestra un escenario complejo para la profesión docente, por la evidencia de situaciones objetivas relacionadas a salarios insuficientes, intensificación de las tareas del docente y baja autonomía profesional (Ávalos et al, 2010).…”

Section: Introductionunclassified

Resiliencia y satisfacción laboral en profesores de colegios municipales y particulares subvencionados de la comuna de Machalí

Sánchez

Almagiá²

2017

Estud. pedagóg.

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“…In the empirical studies of US teachers, a characteristic U-shaped pattern of teacher attrition emerged. The highest turnover is attested among beginner teachers in their first years of service and among the pre-retirement age group [Grissmer, Kirby 1997;Liu, Ramsey 2008]. The high turnover among beginner teachers is explained mostly in terms of (un)successful adaptation to the profession, often with reference to professional identity formation [Cochran-Smith et al 2012].…”

Section: Empirical Data On Teacher Turnovermentioning

confidence: 99%

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

Александрович¹,

Александровна²

2016

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Abstract. The present study examines structural and socio-psychological factors affecting attitudes towards quitting the profession among school teachers. We explore effects of perceived workplace difficulties, employment opportunities, self-efficacy beliefs, and emotional attachment to the teaching profession. The survey was conducted among public secondary school teachers in Saint Petersburg, Russia (N = 730). The regression analysis revealed that self-efficacy beliefs and professional commitment are the strongest predictors for retention, some work-related stress factors contribute to the likelihood of switching profession, while the number of years of teaching experience and work experience outside of teaching have no effect. The results do not support the hypothesis that early-career teachers are more tolerant to switching professions. The implications for retaining teachers in the profession are discussed.

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Teachers’ job satisfaction: Analyses of the Teacher Follow-up Survey in the United States for 2000–2001

Cited by 193 publications

References 15 publications

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Resiliencia y satisfacción laboral en profesores de colegios municipales y particulares subvencionados de la comuna de Machalí

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

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