Decision Participation and School Climate as Predictors of Job Satisfaction and Teachers' Sense of Efficacy

Taylor, Dianne L.; Tashakkori, Abbas

doi:10.1080/00220973.1995.9943810

Cited by 150 publications

(119 citation statements)

References 28 publications

(14 reference statements)

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“…The results of this study are consistent with the findings of previous research (Conway, 1984;Taylor & Tashakkori, 2010) which indicate a positively significant relationship between the factors of decision participation and factors of both teachers' sense of efficacy and their job satisfaction.…”

Section: Resultssupporting

confidence: 83%

“…It included three factors, managerial, instruction, and instructional materials (Taylor & Bogotch, 1994). The results of some previous research studies indicated that teacher decision participation is positively related to their teaching efficacy and job satisfaction (Conway, 1984;Taylor & Tashakkori, 2010). The present study defined decision making as teachers' reported influence in establishing school-level policies and procedures.…”

Section: Decision Participationmentioning

confidence: 99%

“…Teachers' sense of efficacy scale (Taylor & Tashakkori, 2010) comprised 6 items (Different methods can affect student achievement, I can get through to most difficult students, I am responsible for keeping students from dropping, I can change my approach if students are not doing well, I can do little to insure high achievement, and Teachers make a difference in students' lives). Table 1 describes the means, standard deviations (SD), and alpha coefficient (α) of this scale.…”

Section: Methodsmentioning

confidence: 99%

“…Job satisfaction scale (Taylor & Tashakkori, 2010) consisted of 5 items (Teacher usually looks forward to each day, Teacher often feels satisfied with job, Teacher feels it's a waste of time to do best at teaching, and Teacher is happy just to get through day). Table 1 describes the means, standard deviations (SD), and alpha coefficient (α) of this scale.…”

Section: Methodsmentioning

confidence: 99%

“…Decision participation scale (Taylor & Tashakkori, 2010) was used to examine teachers' perception of their decision participation. This scale consisted of 3 factors with 9 items.…”

Section: Methodsmentioning

confidence: 99%

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Predicting Sense of Efficacy and Teachers’ Job Satisfaction of Teachers from Their Perceptions of the Decision Participation

Tran¹

2016

IJHE

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This study examines the hypothesis that teachers' perceptions of the decision participation may predict their teaching efficacy and job satisfaction. It examines data obtained from 197 secondary school teachers from 6 secondary schools to identify how teachers' perception of the decision participation varies, and the extent to which this predict teaching efficacy and job satisfaction. The results obtained from correlation and multiple regression analyses indicated that decision participation factors are positively related to teaching efficacy and job satisfaction. The findings show that decision participation should be supported to promote teaching efficacy and job satisfaction of teachers in schools.

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Section: Resultssupporting

confidence: 83%

Section: Decision Participationmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…Decision participation scale (Taylor & Tashakkori, 2010) was used to examine teachers' perception of their decision participation. This scale consisted of 3 factors with 9 items.…”

Section: Methodsmentioning

confidence: 99%

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Predicting Sense of Efficacy and Teachers’ Job Satisfaction of Teachers from Their Perceptions of the Decision Participation

Tran¹

2016

IJHE

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A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Sahito

Väisänen

2019

Review of Education

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This study explored the factors of job satisfaction and dissatisfaction with the recommendations given by the researchers in seventy recruited research studies, which have been conducted for literature review of teachers' job satisfaction in developing countries. The recruited studies were conducted across 21 countries in Asia and Africa, but the majority of them were in Iran, India, Turkey, Pakistan, China and Malaysia. The main purpose of the study was to explore the various relevant factors and, based on them, give recommendations and solutions for the enhancement of the jobs of teachers who work in educational institutions in developing countries. Included in this study were 61 quantitative, two qualitative, and seven mixed research papers. Conducive working conditions, promotional opportunities, fair remuneration, support from headteachers, colleagues and the community, teacher empowerment, and friendships were found to be the major factors affecting the job satisfaction of teachers. An autocratic management style, mistrust, a non-transparent system, a work-life imbalance, an ineffective teaching/learning environment, and unavailability of resources were found to be the main factors affecting job dissatisfaction.

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Science teachers' perceptions of the school environment: Gender differences

Huang

Fraser

2009

J Res Sci Teach

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Because the school environment has been shown to play an important role in teacher and student performance, we undertook research into the assessment of school environment, differences between female and male science teachers' perceptions of their school environments, and associations between these school environment perceptions and teachers' background characteristics. Although gender differences in science education have attracted both public concern and academic interest, little research has specifically addressed this issue in terms of the school environment. Data were collected from a large sample of 300 female and 518 male science teachers from secondary schools in Taiwan. Statistically significant gender differences were found in most aspects of the school environment, with female science teachers perceiving greater collegiality among teachers, higher gender equity among students, and stronger professional interest, and with male science teachers perceiving lower work pressure and better teacher-student relations. Gender differences in science teachers' perceptions of collegiality, work pressure, and gender equity in the school environment persisted even after controlling for teachers' background and school characteristics. Among the implications are recommendations about administrative policy for improving the school environment for both male and female teachers and about future research on factors associated with teachers' perceptions. ß

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Decision Participation and School Climate as Predictors of Job Satisfaction and Teachers' Sense of Efficacy

Cited by 150 publications

References 28 publications

Predicting Sense of Efficacy and Teachers’ Job Satisfaction of Teachers from Their Perceptions of the Decision Participation

Predicting Sense of Efficacy and Teachers’ Job Satisfaction of Teachers from Their Perceptions of the Decision Participation

A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Science teachers' perceptions of the school environment: Gender differences

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