Job satisfaction: The role of staff recognition

NCLB and teacher retention: who will turn out the lights?

“…Weiskopf (1980) observed that a perceived lack of success resulted in frustration and job dissatisfaction. Stempien and Loeb (2002) also noted the problem of stress would be cumulative as teachers saw their efforts repeatedly fall short, thus magnifying perceptions of failure; moreover they cite Shreeve et al (1986) and Singer (1993) ®nding that younger, less experienced teachers reporting lower levels of satisfaction are more likely to leave their positions. Stempien and Loeb conclude,`These ®ndings suggest that many problems of teachers in special education may be acute adjustment issues' (p. 259).…”

Differences in Job Satisfaction Between General Education and Special Education Teachers

“…It would seem that the frustrations of seeing one's efforts repeatedly fall short would increase as the years multiply the magnitude of the failure. Yet it is the younger, less experienced special education teachers who have reported lower levels of satisfaction (Shreeve et al, 1986) and who have been more likely to leave their teaching positions (Singer, 1993). These findings suggest that many of the problems of teachers in special education may be acute adjustment issues rather than evolving, chronic complaints.…”

Getting the best out of teachers

“…Many previous studies in this field have tended to generalise. They have identified specific aspects of teachers' work, or specific styles of leadership, which satisfy or dissatisfy teachers rather indiscriminately (see, for example, Farrugia, 1986;Galloway et al, 1985;Nias, 1980;Shreeve et al, 1986). In doing so, they afford insufficient consideration to the heterogeneity of teachers, reflected in individual job-related needs and the individualised nature of teacher morale, motivation and job satisfaction.…”