Job satisfaction: An imperative for the coming teacher shortage

Shreeve, William; Norby, Janet R.; Goetter, William G. J.; Stueckle, Arnold F.; Midgley, Thomas K.; Goetter, Patricia S.

doi:10.1080/0300443880360115

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…The link between job dissatisfaction and the propensity to leave is well established (e.g., Gersten, Keating, Yovanoff, & Harniss, 2001;Shreeve et al, 1988;Singh & Billingsley, 1996). Several studies (e.g., Fimian & Blanton, 1986) have focused on stress and job dissatisfaction as explanatory factors in motivating people to abandon their careers.…”

Section: The Problem Of Job Dissatisfactionmentioning

confidence: 99%

“…Administrators can contribute to stress reduction by (a) providing the time needed for unique job tasks such as the production of individualized education programs, (b) controlling the number of direct contact hours, and (c) maintaining a low staff-child ratio. Teachers should be provided with sufficient background information on each child with special needs, along with realistic expectations for each child (see Shreeve et al, 1988). This will allow teachers to see their children's progress rather than focusing on their problems or limitations.…”

Section: Practical Implicationsmentioning

confidence: 99%

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Differences in Job Satisfaction Between General Education and Special Education Teachers

Stempien¹,

Loeb

2002

Remedial and Special Education

121

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The occupational field of special education has been particularly vulnerable to losing its well-trained professional staff. Academic preparation and training of these teachers is costly and time-consuming, and replacing them is difficult. The present study compared the satisfactions and dissatisfactions of teachers of emotionally/behaviorally impaired students in special education, teachers of students in general education, and teachers responsible for both groups of students. Teachers of students in special education programs were found to be the most dissatisfied. Specific stresses and frustrations, both from within and from outside the classroom, were found to be associated with the dissatisfaction. The difficulties were particularly common in younger, less experienced special education teachers. The implications of these findings are discussed, and recommendations aimed at improving job satisfaction for special education teachers are presented.

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Section: The Problem Of Job Dissatisfactionmentioning

confidence: 99%

Section: Practical Implicationsmentioning

confidence: 99%

Differences in Job Satisfaction Between General Education and Special Education Teachers

Stempien¹,

Loeb

2002

Remedial and Special Education

121

View full text Add to dashboard Cite

show abstract

“…One of the researches was done by Laschinger et al in 2001 that showed psychological empowerment predicts both job strain and work satisfaction. Job satisfaction among teachers will be higher when teachers are given more space in decision making process or when they are more involved in the process (Blasé and Blasé 1994;Blasé et al 1995;Shreeve et al, 1987). In addition, Thomas and Tymon (1994) indicated that empowerment creates intrinsic motivation which trigger job satisfaction.…”

Section: Introductionmentioning

confidence: 99%

Psychological Empowerment, Innovative Work Behavior and Job Satisfaction

Nasir¹,

Halimatussakdiah²,

Suryani³

2019

Proceedings of the 3rd International Conference on Accounting, Management and Economics 2018 (ICAME 2018)

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Psychological empowerment at work contributes to higher individual's performance which eventually facilitates institution to accomplish excellent services and performance. Few studies have examined the specific relationships between these three constructs especially in higher education sector. The aim of this study is to see to what extent psychological empowerment and innovative work behavior affect job satisfaction. From 250 respondents and using SEM AMOS as the analytical tool, the results confirm that psychological empowerment significantly affects innovative work behavior. However, psychological empowerment does not affect job satisfaction unless mediated by innovative work behavior. Meanwhile, innovative work behavior significantly affects job satisfaction.

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“…Most studies of job satisfaction have been based on graduates who began teaching prior to 1990. Also in recent years, changes in teacher supply and demand, and factors that influence job satisfaction may change with time and reflect facets of the changing culture (Shreeve et al , 1988). Lack of systematic inquiries and extended follow‐ups on this issue appear to be critical and can be best addressed using large‐scale surveys involving nationally representative samples.…”

mentioning

confidence: 99%

Job satisfaction and career persistence of beginning teachers

Mau

Ellsworth²,

Hawley³

2008

International Journal of Educational Management

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PurposeThe purpose of this research is to examine career persistence and job satisfaction of beginning teachers. Design/methodology/approach – Four hundred and fifty‐one tenth grade students from a nationally representative sample, who aspired to be teachers, were examined over a ten year period regarding their career choices. Students who persisted in teaching were compared to students who did not persist with regard to job satisfaction. A job satisfaction model was tested using clusters of variables as guided by Social Cognitive Career Theory (SCCT).FindingsStudents who persisted in teaching were significantly more satisfied than both those who did not persist and those with non‐teaching careers. Beginning teachers were more satisfied with their jobs than those in other occupations. Teachers who had teaching licenses also reported being more satisfied than those who did not have licenses. The social‐contextual factors, i.e. race, socioeconomic status, teaching license, parents' education, and occupation were among the best predictors of job satisfaction. Research limitations/implications – We did not measure self‐efficacy directly. Instead, we used the separate yet highly correlated constructs, self‐concept and locus of control, to represent the self‐efficacy. For improvement, further research may use a more direct measure of self‐efficacy. Practical implications – Awareness of key factors influencing persistence in teaching career and job satisfaction identified in this study would provide school administrators with a sound basis for identifying students who are likely to persist in becoming teachers, and in retaining satisfied teachers. Originality/value – Findings of this study should assist educational administrators to better understand factors related to selection and retention of beginning teachers.

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Job satisfaction: An imperative for the coming teacher shortage

Cited by 6 publications

References 2 publications

Differences in Job Satisfaction Between General Education and Special Education Teachers

Differences in Job Satisfaction Between General Education and Special Education Teachers

Psychological Empowerment, Innovative Work Behavior and Job Satisfaction

Job satisfaction and career persistence of beginning teachers

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