Vocational Personality Types and Sex‐Role Perceptions of Teachers, Counselors, and Educational Administrators

Abstract

This study investigated the relationships of sex, length of service, vocational personality types, and sex-role self-perceptions with job satisfaction levels of 200 school teachers, 200 school counselors, and 200 building-level administrators. It was found that, while length of service was not significantly related to the assumption of a particular vocational personality type, there was indication of a positive relationship between androgynous sex-role self-perceptions and high job satisfaction for both female and male respondents. Implications of these findings for the career development of educators are discussed, and suggestions for further research are noted.Studies and reports from only a few years ago revealed a growing level ofjob dissatisfaction among teachers (Reed, 1979;Sparks, 1979; Stress bothers many teachers, 1980; Wangberg, Metzger, & Levitou, 1982). Many women who traditionally would have been attracted to teaching, for example, have chosen work in private industry, and the number of college freshmen women expressing interest in teaching plummeted between 1960 and 1980 (The end of an era, 1980). While increasing salaries and recent educational reforms have made teaching careers somewhat more desirable, attracting high quality Ernest M. Schuttenberg and Frank L. ODell are professors in the

Personal Epistemology of Urban Elementary School Teachers

“…It is possible that women who pursue elementary education may be more willing to accept socially dictated, gender-specific careers. Schuttenberg (1987) found that educators with more female sex role selfperceptions had higher job satisfaction, and this would support this explanation. This may help explain why these results are contrary to those who have previously participated in similar research, in that many have been undergraduate psychology or feminist psychology students who may be more aware of the societal messages about traditional gender norm behaviors and subsequent career choices.…”

Job satisfaction and gender identity of women managers and non-managers

“…Moreover, an interesting issue is associated with job satisfaction (both emotional and cognitive aspects) of women managers and non-managers in relation to gender role. Schuttenberg, O'Dell, and Kaczala [15] have examined job satisfaction among 200 principals, 200 counsellors, and 200 teachers (both women and men) and report that androgynous respondents tend to possess higher levels of job satisfaction. Eichinger, Heifetz, and Ingraham [16] also state that androgynous orientation among female teachers is related to greater job satisfaction and reduced job stress.…”

The relationship between interest in teaching as a career choice and perceptions of school/classroom environment of 7th and 8th grade students

“…Furthermore, teachers who left teaching assign greater importance to salaiy increases and job autonomy while those who remain indicate greater importance to recognition by others. The dominant orientation of teaching is social (Schuttenberg, O'Dell, & Kaczala, 1990). Therefore, to be a teacher who will remain in the profession, the individual is primarily social oriented, is interested in developing new approaches, and has good planning and organizing skills.…”

“…A study examining job satisfaction among teachers concluded that there is a high correlation between an androgynous sex-role self-perception and high levels of satisfaction in teaching (Schuttenberg, O'Dell, & Kaczala, 1990). The androgynous behaviors included an expressive orientation, an affective concern for the welfare of others, and great behavioral flexibility.…”

“…The review of the literature suggests that individuals who find congruence in the school environment will likely consider teaching as a career choice (Holland, 1973;Chapman & Hutcheson, 1982;Schuttenberg, O'Dell, & Kaczala, 1990).…”