Sources of Job Satisfaction in Science Secondary School Teachers in Chile

Hean, Sarah; Garrett, RM

doi:10.1080/03057920120098491

Cited by 24 publications

(23 citation statements)

References 10 publications

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“…Teachers are not technicians but rounded professionals with complex and varied needs. It is often assumed that ''happier teachers are better teachers'' (Hean & Garrett, 2001); thus an objective of any ministry of education or private enterprise should be to maximize teacher satisfaction and minimize dissatisfaction not only for the benefit of teachers themselves but for the sake of students as well. It must also be emphasized that teachers and teachers' organizations have a part to play in claiming their space in education discourse.…”

Section: Resultsmentioning

confidence: 99%

Job satisfaction variance among public and private kindergarten school teachers in Cyprus

Papanastasiou

Zembylas

2005

International Journal of Educational Research

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Section: Resultsmentioning

confidence: 99%

Job satisfaction variance among public and private kindergarten school teachers in Cyprus

Papanastasiou

Zembylas

2005

International Journal of Educational Research

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“…It is therefore believed that there is an inverse correlation between the lost return and the actual return on the one hand and job satisfaction on the other hand. Where the individual is a balanced process between the process of return and the individual to the institution, if the return of the return of the individual to the institution is more satisfied, and any imbalance in favor of the institution less job satisfaction (Hean & Garrett, 2001). Thaibiti and Al-Anzi (2014) found that there were statistically significant differences in the level of job satisfaction of teachers due to the variable of scientific qualification and in favor of the bachelor's and postgraduate qualifications.…”

Section: Related Workmentioning

confidence: 99%

Teaching Competencies and Job Satisfaction among Basic Education Teachers

AlTobi¹,

Al-Shboul²,

Al-Doulat³

et al. 2019

MAS

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This study aimed to identify the teaching competencies and job satisfaction among basic education teachers.To achieve the objectives of the study, two study tools, teaching competencies questionnaire and job satisfaction scale, were applied. The study followed a descriptive methodology; its sample consisted of (65) male and female teachers from public schools at Al-jam'a directorate of education in Amman, for the spring semester of the academic year 2014/2015; the participants were chosen randomly. For the purpose of statistical analysis, means and standard deviations were computed. However, the validity and reliability tests were conducted for the study tools. Thus, Cronbach alpha coefficient were applied to measure the reliability of first tool and second tool of the study, which were (0.869 and 0.857) respectively. The results of the study revealed that the level of the teaching competencies possessed by physical education teachers on the total score was high, and the level of job satisfaction possessioned by physical education teachers on the total score was moderate. The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) in the three domains of teaching competencies (planning competencies, implementation competencies, and evaluation competencies). In the light of the results of the study, the study concluded a number of recommendations including: inclusion the teaching competencies to be met by physical education teachers in preparation and teacher training programs; and pay attention to the moral, economic, and social aspects of physical education teachers.

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“…Researchers have studied job satisfaction in multiple fields, including human resource management (Brief & Weiss, 2002), public policy (Quarstein, McAfee, & Glassman, 1992), medicine (Scott, Gravelle, Simeons, Bojke, & Sibbald, 2006) and education (Hean & Garrett, 2001). Although lacking a formal definition, many researchers define job satisfaction as an affective reaction to a job (Butt et al, 2005).…”

Section: Job Satisfactionmentioning

confidence: 99%

“…Electronic Journal of Science Education ejse.southwestern.edu The work environment is a complex system, consisting of interactions between supervisors, co-workers, and inanimate objects (Brief & Weiss, 2002). For science teachers, these organizational components equate to school administrators, fellow teachers, and classroom materials (Hean & Garrett, 2001). In this study, the JCM is used as a framework to illustrate the association of organizational components (personnel and materials) with teachers' job satisfaction.…”

Section: Job Characteristics Modelmentioning

confidence: 99%

Job Satisfaction

2006

The SAGE Dictionary of Sociology

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In many U. S. states, policy related to teacher job satisfaction and retention has not paralleled reform for student achievement. A study of 385 secondary science teachers, situated in one U. S. state's high school system, reveals the relationships between teachers' job satisfaction with working conditions and retention at both profession and school levels. Frequency analysis suggests that large proportions of teachers are satisfied with occupational choice and professional colleagues whereas fewer teachers are satisfied with school facilities, equipment and support for informal science. However, risk analysis suggests no statistically significant associations between teacher satisfaction and profession retention. These results suggest the need for additional research into multivariate relationships between teachers' job satisfaction and retention.

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Sources of Job Satisfaction in Science Secondary School Teachers in Chile

Cited by 24 publications

References 10 publications

Job satisfaction variance among public and private kindergarten school teachers in Cyprus

Job satisfaction variance among public and private kindergarten school teachers in Cyprus

Teaching Competencies and Job Satisfaction among Basic Education Teachers

Job Satisfaction

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