A Five‐country Study of the Work Perceptions of Secondary School Teachers in England, the United States, Japan, Singapore and West Germany (1986‐88)

Menlo, Allen; Poppleton, Pam

doi:10.1080/0305006900260203

Cited by 10 publications

(9 citation statements)

References 22 publications

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“…For several reasons, teacher job satisfaction has always been an important issue in empirical pedagogical research: First, job satisfaction is considered to have an effect on the quality of teaching and on the school achievement of pupils (e.g. Somech and Drach-Zahavy 2000;Nabi 1995;Menlo and Poppleton 1990). Second, it has been found to predict withdrawal cognition (Lam, Foong and Moo 1995;Hall, Pearson and Carroll 1992), and may therefore be seen as an important aspect in maintaining the stability of the teaching staff.…”

Section: An Overview Of Existing Literaturementioning

confidence: 99%

The Cost, Satisfaction, and Achievement of Primary Education- Evidence from Francophone Sub-saharan Africa

Michaelowa¹,

Wittmann²

2007

jda

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Low teacher motivation and its detrimental effect on student achievement are central problems of many education systems in Africa. Using standardized data for student achievement in Burkina Faso, Cameroon, Côte d'Ivoire, Madagascar and Senegal, this paper analyzes the empirical links between various policy measures, teacher job satisfaction and primary education outcomes. It appears that there is only very limited evidence for the effectiveness of intensively debated and costly measures such as reducing class size, increasing academic qualification requirements, and increasing teachers salaries. Other, simpler measures such as an increased provision of textbooks are both more effective and less costly. It also appears that teacher job satisfaction and education quality are not necessarily complementary objectives. Especially those measures ensuring control and incentive related working conditions for teachers, significantly increase student achievement while reducing teacher job satisfaction. In addition, teachers' academic qualification beyond the "baccalauréat", while beneficial for students' learning, tends to lead to a mismatch between teachers' expectations and professional realities, and thereby reduces teachers' job satisfaction.

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Section: An Overview Of Existing Literaturementioning

confidence: 99%

The Cost, Satisfaction, and Achievement of Primary Education- Evidence from Francophone Sub-saharan Africa

Michaelowa¹,

Wittmann²

2007

jda

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“…Secondly, it is seen as an important aspect in maintaining the stability of teaching staff. And thirdly, teacher's job satisfaction has an advantage on balancing the relationship between the family and business (Menlo and Poppleton 1990; cited in Michaelowa and Wittmann, 2002). In addition to these highly satisfied teachers are less likely to change their schools or leave the teaching profession in comparison with the ones who are dissatisfied with many areas of their business life (Choy, Bobbitt, Henke, Medrich, Horn, and Lieberman, 1993; cited in Statistical Analysis Report, 1997).…”

Section: Introductionmentioning

confidence: 99%

Teachersâ€™ Perception on the Relationship between Job Satisfaction and the Other Job-Related Outcomes: A Field Study.

Bakan

Erşahan

Büyükbeşe

et al. 2017

JSSR

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This study aims to investigate the relationship between overall job satisfaction and the job-related outcomes consisting of work/family conflict, family/work conflict, role conflict, role ambiguity, workload, general stress, emotional exhaustion and employee turnover intention. Regarding this aim, the research hypotheses were developed and tested from the perspectives of teachers and education administrators working in the city of Kahramanmaras in Turkey. In order to gather the research data a survey is applied to 360 teachers and administrators selected from different school types. Results reveal that there are significant relationships and differences among participants' job satisfaction levels and their perceptions on the job-related outcomes studied.

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“…In a study by Menlo and Poppleton (1990) it was clearly argued that the single most significant factor why teachers should be professionally developed is based on the conviction that the quality of teachers influences the quality of the learners' experience and achievement in a positive way. Mestry et al (2009) believe that raising the quality of teacher performance through teacher development programmes, such as IQMS, is essential to improve the overall performance of the education system, which makes the debate about school-type, school-by-school performance, class size, among others, look irrelevant.…”

Section: Background To the Studymentioning

confidence: 99%

An Investigation of the Integrated Quality Management System (IQMS) in South African Primary Schools: The Teachers’ Voices

Segoe¹

2014

MJSS

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A Five‐country Study of the Work Perceptions of Secondary School Teachers in England, the United States, Japan, Singapore and West Germany (1986‐88)

Cited by 10 publications

References 22 publications

The Cost, Satisfaction, and Achievement of Primary Education- Evidence from Francophone Sub-saharan Africa

The Cost, Satisfaction, and Achievement of Primary Education- Evidence from Francophone Sub-saharan Africa

Teachersâ€™ Perception on the Relationship between Job Satisfaction and the Other Job-Related Outcomes: A Field Study.

An Investigation of the Integrated Quality Management System (IQMS) in South African Primary Schools: The Teachers’ Voices

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