Perceptions of Teachers' Salaries and Non-salary Benefits

Rowsey, Robert E.; Ley, Terry C.

doi:10.1177/002248718603700208

Cited by 8 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The failure of "Inadequate salary" to load on any factor, taken together with its high mean score, would seem to suggest that Barbadian teachers view this source of discontent as a serious but isolated grievance vis-a-vis other professional considerations. Nevertheless, Rowsey and Ley (1986) have recently suggested that the failure of school authorities to keep teachers happy in terms of salary, and the various "fringe benefits'' of teaching, such as long holidays, may act to seriously undermine teachers' ability to derive satisfaction from other aspects of their work. This may be extremely pertinent to further evaluation of the situation in Barbados, since the responses of our teachers suggest that (with the exception of salary) highest levels of reported stress derive essentially from failure to experience satisfaction from intrinsic aspects of their job.…”

Section: Discussionmentioning

confidence: 99%

Dimensions of Occupational Stress in West Indian Secondary School Teachers

Payne

Furnham

1987

Brit J of Edu Psychol

View full text Add to dashboard Cite

Summary. Despite a growing body of research on teacher stress and development of stress‐management programmes, studies come almost exclusively from just a few industrialised nations and the applicability of their recommendations for teacher training in developing regions is difficult to ascertain. The present study helps to redress this imbalance, and reports on data from 444 secondary school teachers in Barbados using a 36‐item self‐report instrument. Individual item means indicated that difficulties associated with classroom instructional and management demands were perceived by the majority of teachers to be the most stressful aspects of their work. On the other hand, factor analysis and ANOVA computations revealed that problems associated with time management most clearly differentiated between teachers when compared on the basis of sex, qualifications, and years of experience. Findings are discussed generally with reference to the existing international literature, and more specifically in terms of living and working conditions in the West Indies.

show abstract

Section: Discussionmentioning

confidence: 99%

Dimensions of Occupational Stress in West Indian Secondary School Teachers

Payne

Furnham

1987

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…This is important to improve teacher's professional skills and knowledge and make them happier and satisfied with their jobs thereby putting more effects to help achieve the goals of the educational institutions. In similar developments, Rowsey and Ley (2009) [44] identifies several factors as a major source of occupational stress among teachers in schools. Prominent among these factors are; poor working environment, delayed/nonpayment of salaries, delay in promotion, misbehavior of students, lack of resources for teaching, lack of in-service training and students poor attitude to learning.…”

Section: Introductionmentioning

confidence: 94%

Untitled

2021

Int. J. Literacy Educ.

View full text Add to dashboard Cite

The study investigated the influence of occupational stress on the teacher's job satisfaction in public secondary schools in the North-Central, Nigeria. Specially, the study examined the influence of workload, students' indiscipline and staff training and development on the teachers' job satisfaction in public secondary schools. Three (3) research questions and three (3) hypotheses respectively guided the study. The review of related literature which was done under the conceptual framework indentified the influence of workload, Students indiscipline and staff training and development in public secondary school in North-Central, Nigeria. The descriptive survey design was adopted for the study. The population of the study comprised Three thousand and twenty-five (3025) teachers from 137 grant aided secondary schools in North Central, Nigeria. A sample of Two hundred and fifty-six (256) teachers from twenty (20) selected secondary schools was used for the study. A 15-item structured questionnaire constructed by the researchers tilted. "Occupational Stress and Teachers Job Satisfaction Questionnaire (OSTJSQ)" was used for data collection. A reliability estimate of 0.86 was established for the instruments. Descriptive statistics of mean and standard deviation were used to answer the research question while the Chi-Square (X 2 ) statistical tool was used to test the hypotheses at 0.05 level of significance. The findings revealed that workload, students indiscipline and staff training, significantly influenced on teachers job satisfaction in public secondary schools North Central, Nigeria. Based on the findings of the study, it was recommended amongst others, that Principals should make conscious efforts to distribute school work/duties fairly with reference to the teacher's qualifications or specialization and competence, so as to avoid overstress of teachers. The educational administrators should take the issue of indiscipline very serious, students caught misbehaving should be well punished so as to serve as deterrence to others, to desist from such acts, Also the educational administrators should endeavour to give teachers the opportunities to regularly attend workshops, in-service training, conferences, seminars and symposia on educational issues so as to improve their skills and knowledge. Conclusion were made and implication of the findings drawn.

show abstract

“…C'est ainsi que si, dans quelques rares pays, les enseignants se disent satisfaits de leur salaire (Berthelot 1991;Gandara 1992), dans beaucoup d'autres, c'est l'insatisfaction qui prédomine. Ces résultats sont confirmés par diverses études : Wyllie (1966), Phipps (1968), Nelson (1970), Rowsey et Ley (1986), Raffel et Groff (1990), Campbell et Neill (1991), Valerio (1991), Chapman, Snyder et Burchfield (1993), Samoff (1994) et Imaz (1995. Sur le facteur ici étudié, Tiffin et Mc Cormick (1965) relèvent aussi que le salaire est rarement cité comme un des principaux éléments influençant la satisfaction ; par contre, le niveau de satisfaction diffère selon l'emploi occupé.…”

Section: Le Cadre Théoriqueunclassified

L'(in)satisfaction au travail des professeurs du second degré du Sénégal

Ndoye

2002

rse

View full text Add to dashboard Cite

Le présent article porte sur la satisfaction au travail des enseignants d'un pays de l'Afrique subsaharienne. Plus précisément, l'auteur étudie l'insatisfaction au travail des professeurs de l'enseignement moyen et secondaire du Sénégal (Afrique de l'Ouest). Il reprend, en l'approfondissant, une investigation menée dans ce pays sur la satisfaction au travail des enseignants. Pour ce faire, il expose d'abord, sous forme d'un graphique, la fréquence des notes attribuées par les «enquêtés» à chacun des facteurs de leur condition enseignante pour lesquels ils ressentent de la satisfaction ou de l'(in)satisfaction. Ces facteurs seront présentés en partant de ceux qui ont les plus faibles scores de satisfaction générale vers ceux qui ont les plus forts.This article examines work satisfaction for teachers in a sub-Sahara African country. Specifically, the author examines the lack of work satisfaction by teachers in middle and high schools in Senegal, West Africa through a re-examination and a further development of a previous similar study. He presents a graph showing the frequency of scores obtained from surveys describing various factors related to teaching conditions that relate to satisfaction and insatisfaction. These factors are then presented on a continuum from the weakest to the strongest scores for level of satisfaction.El presentte artículo trata sobre la satisfación en el trabajo de los docentes de un país del Africa subsahariana, mas precisamente, el autor estudia la insatisfacción respecto del trabajo de profesores de enseñanza media y secundaria de Senegal (Africa Occidental). Retoma, profundizando, una investigación realizada en este país sobre la satisfacción en el trabajo de los docentes. Para ello, expone primero bajo la forma de un gráfico, la frecuencia de las notas atribuídas por los «encuestados» a cada uno de los factores que influyen en su condición de docentes y por los cuales ellos sienten satisfacción o insatisfacción. Estos factores serán presentados partiendo de aquellos que tienen los valores mas bajos de satisfación general en relación con aquellos que tienen los valores mas altos.Der vorliegende Artikel beschäftigt sich mit der beruflichen Zufriedenheit von Lehrern aus einem Land der Sahel-Zone. Im einzelnen hat der Autor die Unzufriedenheit von Lehrern an Mittel- und Oberschulen in Senegal (Westafrika) studiert. Ausgangspunkt war eine in diesem Land durchgeführte Untersuchung über den Zufriedenheitsgrad der Lehrer, die vom Autor weitergeführt wurde. Zunächst wird an Hand einer Graphik die Notenfrequenz der Testpersonen für bestimmte Arbeitsbedingungen, die zur Zufriedenheit oder Unzufriedenheit beitragen. Diese Faktoren führen vom untersten zum höchsten Zufriedenheitsgrad

show abstract

Perceptions of Teachers' Salaries and Non-salary Benefits

Cited by 8 publications

References 1 publication

Dimensions of Occupational Stress in West Indian Secondary School Teachers

Dimensions of Occupational Stress in West Indian Secondary School Teachers

Untitled

L'(in)satisfaction au travail des professeurs du second degré du Sénégal

Contact Info

Product

Resources

About