Elementary teachers’ needs: issues of retention and recruitment

Cockburn, Anne

doi:10.1016/s0742-051x(99)00056-6

Cited by 47 publications

(44 citation statements)

References 9 publications

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“…Even though there is a plethora of studies related to job satisfaction there is relatively sparse literature on teachers' job satisfaction (Evans, 1998, 3). Working with children distinguishes the teaching profession from any other profession (Cockburn, 2000), and that is why the job satisfaction of teachers should be investigated even more thoroughly. Moreover, job satisfaction includes conflicts and tensions that should be taken into account.…”

Section: Teacher Career Choice and Career Alternativesmentioning

confidence: 99%

“…The first aspect is use of professional competence in altruistic ways. In daily work activities, teachers gain satisfaction from working with children, seeing students making progress (not only academically, but socially as well), working with supportive colleagues, overall school climate, and facing suitably demanding challenges (Cockburn, 2000). The second aspect is teachers' self-efficacy.…”

Section: Teachers' Feelings Of Competencementioning

confidence: 99%

“…This contribution increases teachers' job satisfaction (Zembylas & Papanastasiou, 2006). It has been stated that school community, based on strong collegiality and collaboration between teachers, promotes the job satisfaction of teachers (Caprara et al, 2006;Cockburn, 2000;Zembylas & Papanastasiou, 2006). In collaborative work, community teachers can learn from each other and share their expertise, thereby increasing teacher development and teaching confidence (Hargreaves, 1994, 66-68;Lieberman & Mace, 2010).…”

Section: Organization Culturementioning

confidence: 99%

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Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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Mäkelä, Kasper PE teachers' job satisfaction, turnover, and intention to stay or leave the profession Jyväskylä: University of Jyväskylä, 2014, 100 p. (Studies in Sport, Physical Education and Health ISSN 0356-1070; 208) ISBN 978-951-39-5766-7 (nid.) ISBN 978-951-39-5767-4 (PDF) Finnish summary Diss.The purpose of this study was to assess Finnish PE (physical education) teachers' job satisfaction, turnover, intention to leave the profession, and profession. Reasons behind the turnover or intention to leave were also determined. In addition, reasons for job satisfaction and retention in the profession were measured.Data was obtained from the PE teachers' job and education satisfaction project, which was undertaken in the Department of Sport Sciences. This study was aimed at PE graduates from the University of Jyväskylä between 1980 and 2008. Overall, the target group included 1480 PE graduates. Two structured questionnaires were sent to this group. The first questionnaire was directed at those who were teaching PE and the other for those who were working in some other profession. A total of 1084 PE graduates answered the questionnaire.Approximately 76% of respondents were working in the PE teaching profession, while 23% were working in some other profession and 20 respondents were retired. Of those who were working in the PE teaching profession, 79.5% were either satisfied or very satisfied with their jobs. However, 39% of the PE teachers identified an intention to leave the profession. A Mann-Whittney test revealed that workload and stress factors influenced women more than men in their intention to leave. Intentions to leave were highest among those who had been working 16 to 20 years as a PE teacher. Of those who had changed their profession, 44% were still working in school-related professions (movers), while 56% were working outside of a school context (leavers).A t-test comparison between men and women with revealed that rushed and tight schedules, poor working conditions, and physical workload influenced women more than men in their decision to leave. For men, lack of collegial interaction was more of a driver to leave than for women. Only a quarter of former PE teachers said that they had any intention to return to PE teaching. Logistic regression analysis revealed that good working conditions, well-organized teaching, and respect are important factors for satisfaction and retaining PE teachers in the profession. It was also found that physical workload should be taken into consideration for older PE teachers, especially female PE teachers.An understanding of factors that can cause job dissatisfaction and intention to leave is important for reducing PE teacher turnover and improving the quality of the work life of PE teachers. Retaining qualified PE teachers in the profession is essential for offering quality PE for pupils.

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Section: Teacher Career Choice and Career Alternativesmentioning

confidence: 99%

Section: Teachers' Feelings Of Competencementioning

confidence: 99%

Section: Organization Culturementioning

confidence: 99%

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Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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“…However, the dimensions of school culture have the greatest influence on satisfaction with co-workers and communication, since without positive relationships among school members; teachers cannot work professionally and set professional goals. If these relationships do not exist, teachers share deep feelings of dissatisfaction (Cockburn, 2000). From Table 3 it can be seen that from the three dimensions of school culture, SC2 -Professional Treatment by the Administration has the greatest impact on teacher job satisfaction, followed by SC1 -Teacher Professionalism and Goal Setting and SC3 -Teacher Collaboration.…”

Section: Discussion and Resultsmentioning

confidence: 99%

The Impact of School Culture on Serbian Primary Teachers Job Satisfaction

GLIGOROVIC¹,

Nikolić²,

TEREK³

et al. 2016

HUJE

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This paper presents the results of research into the impact of school culture on teacher job satisfaction. The participants were 362 teachers from 57 primary schools in Serbia. Three dimensions of school culture (Teacher Professionalism and Goal Setting, Professional Treatment by the Administration, Teacher Collaboration) and nine dimensions of job satisfaction (Pay, Promotion, Supervision, Fringe Benefits, Contingent Rewards, Operating Procedures, Co-Workers, Nature of Work, Communication) were measured. The results indicate that all three dimensions of school culture are directly related to the job satisfaction of teachers in primary schools in Serbia, but that Professional Treatment by the Administration has the strongest influence. The teachers' gender and age were used as moderators of the relationship between the school culture dimensions and the job satisfaction dimensions. The results of hierarchical regression analysis show that the moderating effect of gender has been confirmed in two dimensions of job satisfaction: Fringe Benefits and Operating Procedures, while the moderating effect of age can be seen in four dimensions of job satisfaction: Fringe Benefits, Operating Procedures, Co-Workers and Communication. School culture has been shown to influence primary teachers' job satisfaction. Considering that school culture can be improved, it is possible to improve teachers' job satisfaction as well.Keywords: school culture, teachers' job satisfaction, primary schools, teachers' gender and age, Serbia ÖZ: Bu yazıda, öğretmen iş doyumunun okul kültürününe etkisine ilişkin araştırma sonuçlarını sunmaktadır. Katılımcılar Sırbistan'da bulunan 57 ilköğretim okulundan 362 öğretmenidir. Çalışmada; Okul kültürünün üç boyutu (Öğretmen-Profesyonellik ve Hedef Koyma, İdare tarafından Mesleki Muamele, Öğretmen İşbirliği) ve iş doyumunun dokuz boyutu (İş Ücreti, Promosyon, Denetleme, Maaş dışında Verilen Haklar, Grup Ödülleri, Çalışma yöntemi, İş arkadaşlıkları, İş niteliği, İletişim) ölçüldü. Sonuçlar, Sırbistan'daki ilköğretim okullarındaki öğretmenlerin iş doyumunun okul kültürünün her üç boyutuyla doğrudan ilişkili olduğunu göstermektedir. Ancak, İdare tarafından Profesyonel muamelesinin en güçlü etkiye sahip olduğu görülmektedir. Öğretmenlerin cinsiyeti, yaşı ve okul kültürü ile iş doyumu boyutları arasındaki ilişki moderatör olarak kullanılmıştır. Hiyerarşik geri dönüş analizinden gelen sonuçlar cinsiyetin etkisinin iki boyutunu göstermektedir. Emeklilik sigortası ve Çalışma Usulleri ile yaşın ılımlı etkisi iş tatmini dört boyutunu etkiler: Emeklilik sigortası, Çalışma Usulleri, İş arkadaşları ve İletişim. Okul kültürünün ilkokul öğretmenlerinin iş doyumunu etkilediği görülmektedir. Okul kültürü geliştirilebilir olmanın yanı sıra öğretmenlerin iş memnuniyetini de arttırıcı özelliğe sahip olduğu düşünülmektedir.Anahtar kelimeler: Okul kültürü, öğretmenlerin iş doyumu, ilköğretim okulları, öğretmenlerin cinsiyeti ve yaşı, Sırbistan

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“…Moreover, conflict, overload, ambiguity and stress are found to have effects on job satisfaction (Billingsley & Cross, 1992;Hargreaves, 1994). Regarding work experiences, such as the opportunities for teaching students and working with them, cooperation with colleagues, leadership styles and appreciation level of school administration and the facilities for personal development, these are seen as important factors affecting the job satisfaction of teachers (Cockburn, 2000;Hargreaves, 1994;Ma & MacMillan, 1999;Perie & Baker, 1997).…”

Section: Relationship Between Job Satisfaction and Self-leadershipmentioning

confidence: 99%

Consequences of Self-Leadership: A Study on Primary School Teachers

2017

EDUC SCI-THEOR PRACT

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This study explores the consequences of self-leadership on job satisfaction, organizational commitment and innovative behaviors of teachers. For this purpose, a field study was conducted with the data gathered from 440 primary school teachers who work in different cities. To test the research hypotheses, correlation and regression analysis were conducted. Results showed that self-leadership behaviors had significant effects on job satisfaction, organizational commitment and innovation. Findings revealed that self-reward and selfpunishment strategies had no effect on dependent variables while self-observation and focusing thoughts on natural rewards had the strongest impacts. Also, it was found that some of the demographic variables had effects on some of the factors.

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Elementary teachers’ needs: issues of retention and recruitment

Cited by 47 publications

References 9 publications

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

The Impact of School Culture on Serbian Primary Teachers Job Satisfaction

Consequences of Self-Leadership: A Study on Primary School Teachers

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