Teacher job satisfaction: lessons from the TSW Pathfinder Project

Butt, Graham; Lance, Ann; Fielding, Antony; Gunter, Helen; Rayner, Steve; Thomas, Huw

doi:10.1080/13634230500340807

Cited by 47 publications

(45 citation statements)

References 7 publications

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“…Las variables ambientales agrupan el clima laboral en el centro y el aula (Chaplain, 2008;Klassen y Chiu, 2010), la variabilidad de la actividad laboral, el salario (Butt et al, 2005;Crossman y Harris, 2006), las posibilidades de participación que ofrece la dirección y la aceptación por parte de la comunidad educativa (Greenglass y Burke, 2003). Las variables personales están relacionadas con la edad y el género (Fraser y Hodge, 2000;Klassen y Chiu 2010;Liu y Ramsey, 2008).…”

Section: Introductionunclassified

Análisis de una Escala para Evaluar la Satisfacción del Profesional Docente en la Enseñanza Primaria

Pulido

León²,

Perera³

et al. 2016

riee

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Este trabajo forma parte de un estudio promovido por el grupo de investigación y de innovación pedagógica de la Universidad de Barcelona y el Observatorio Internacional de la Educación de la Profesión Docente. Elaborar una escala de valoración de la satisfacción docente (ESD) es el objetivo de esta investigación, por ello se determina si el instrumento desarrollado y las inferencias realizadas en este cuestionario son válidas. La escala se aplica a una muestra de 215 profesores de primaria en la Comunidad Autónoma de Canarias (Gran Canaria). El cuestionario propuesto por el grupo de FODIP, consta de 18 ítems tipo Likert de 1 a 5. Los resultados muestran que la escala de valoración aportada es válida y fiable, y que su estructura de tres factores (la planificación, la autonomía y el desarrollo profesional) es una alternativa ágil y rápida para conocer el grado de satisfacción del profesorado. Las tres dimensiones de la escala encuentran correlatos similares en modelos anteriores y, aunque como ya señalamos, el número de dimensiones estimado por los distintos investigadores es variado, a juzgar por las referencias, una escala corta y de fácil aplicación puede ayudar a una primera aproximación a la satisfacción docente.Palabras clave: Satisfacción del profesional docente, Enseñanza primaria, Escala, Planificación, Autonomía, Desarrollo profesional. This work is part of a study promoted by the Group of research and teaching innovation of the University of Barcelona and the international Observatory of the education of the profession teaching. To elaborate a scale of valuation of the educational satisfaction (ESD) is the aim of this investigation, for it decides if the developed instrument and the inferences that realized in this questionnaire are valid. The scale is applied to a sample of 215 primary teachers in the autonomous community of Canary Islands (Gran Canaria). The questionnaire to assess the satisfaction of professional teachers in primary education proposed by the Group of FODIP, it consists of 18 items Likert-type 1 to 5. The results show that the scale of valuation provided is valid and reliable, and that its structure of three factors (planning, autonomy and professional development) is an agile and fast alternative to knowing the degree of satisfaction of the teaching staff. The three dimensions of the scale are similar correlates in previous models and, although as already noted, the number of dimensions estimated by different researchers is varied, judging by the references, a scale short and easy application can help a first approach to teacher satisfaction.

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Section: Introductionunclassified

Análisis de una Escala para Evaluar la Satisfacción del Profesional Docente en la Enseñanza Primaria

Pulido

León²,

Perera³

et al. 2016

riee

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“…Los estudios específicos sobre el profesorado así lo indican como, también, que la satisfacción laboral está positivamente asociada con la permanencia en el puesto de trabajo, la implicación en la consecución de los objetivos educativos con los alumnos, la disposición a la innovación educativa y a la experimentación de metodologías y recursos didácticos más eficientes en pro de esos objetivos, el compromiso con su trabajo, y con la disposición a su propio perfeccionamiento como profesor mediante el reciclaje, actualización y especialización convenientes (Adamson & DarlingHammond, 2012;Borman & Dowling, 2008;Butt et al, 2005;De Pablos, Colás Bravo, & González, 2011;Dinham & Scott, 2000;Evans, 2001;Gilpin, 2011;Hughes, 2012;Maele & Houtte, 2012;Pearson & Moomaw, 2005;Perie & Baker, 1997;Ronfeldt, 2012;Spear, Gould, & Lee, 2000;Skaalvik & Skaalvik, 2010;Tesouro, Corominas, Teixidó, & Puiggalí, 2014;Thompson, McNamara, & Hoyle, 1997), aspectos, todos ellos, que contribuyen de una forma importante a la calidad de la educación proporcionada por estos profesionales.…”

Section: Introducción Y Objetivosunclassified

Satisfacción laboral del profesorado de educación secundaria

Nieto

López-Martín

2015

rie

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Resumen El estudio ha estado dirigido a evaluar la satisfacción laboral de los profesores españoles de educación secundaria. La investigación ha contado con una muestra de 2943 profesores de centros públicos distribuidos por toda la geografía nacional y los datos se han recogido mediante el procedimiento de encuesta a través de una versión on-line de la Escala de Satisfacción Laboral -Versión para Profesores (ESL-VP). Los resultados indican en el profesorado una satisfacción laboral global media, pero con fuertes discrepancias a nivel de dimensión y de faceta. Además, las medidas externas a la ESL-VP utilizadas en el estudio aportan datos adicionales sobre el gusto con el trabajo actual, el gusto con la vida en el centro de trabajo, el deseo de cambio laboral y el deseo de jubilación anticipada, y ofrece resultados en función del género y de la antigüedad profesional de los profesores.Palabras clave: satisfacción laboral, evaluación, profesores, educación secundaria. AbstractThe main purpose of this study was to evaluate the job satisfaction of secondary school teachers in Spain. In this research, the sample was made up of 2943 teachers of public schools, distributed around the country, and the data were collected by conducting a survey on-line, the

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Section: Student Factors and Teachers' Self-efficacy And Job Satisfacmentioning

confidence: 99%

“…For example, making a good argument from a historical perspective is different from making an argument from a scientific perspective and thus teachers need to be aware of ways of reasoning within their discipline. With respect to general teacher self-efficacy, research suggests that while teachers are satisfied with the instructional aspects of their positions, they may be unhappy with other factors such as salary and working conditions (Butt et al, 2005;Crossman and Harris, 2006).A number of studies have demonstrated positive associations between teachers' self-efficacy and higher levels of student achievement and motivation, teachers' instructional practices, enthusiasm, commitment, job satisfaction, and teaching behaviour ( Italian middle schools about selfefficacy. These researchers found that self-reported efficacy beliefs were related to job satisfaction and, after controlling for prior achievement, student achievement.…”

mentioning

confidence: 99%

Examining school context and its influence on teachers

Austin¹,

Adesope²,

French³

et al. 2015

OECD Education Working Papers

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JT03373363Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Working Papers describe preliminary results or research in progress by the authors and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France. EDU/WKP(2015)4 UnclassifiedEnglishThis document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. -------------------------------------------------------------------------www.oecd.org/edu/workingpapers --------------------------------------------------------------------------COPYRIGHT © OECD 2015 EDU/WKP(2015)4 3 AbstractThe Organisation for Economic Cooperation and Development (OECD) has linked data from the Teaching and Learning International Survey (TALIS) of teachers of 15-year-old students with school-level data from the Programme for International Student Assessment (PISA), a survey of 15-year-old students. The purpose of this study is to present an exploratory analysis of the combined TALIS-PISA data by examining the relationship of school-level student measures to teacher outcomes. In other words, this paper examines how student factors in a school may influence teachers' work, their attitudes, and their perceived needs for support. Survey responses were collected from teachers and students in eight countries. Data from 26 610 teachers were combined with student measures, aggregated by school, from 103 077 students.Regression, hierarchical linear and multilevel models were used to analyse the data. Teacher outcomes that were modelled included professional development, collaboration, and self-efficacy. Student measures included attitudes about math and school, PISA math achievement, and Economic, Social and Cultural Status (ESCS). Interactions involving teacher measures such as gender and years of experience crossed with student outcomes were examined. Separate models for mathematics teachers were also explored. Findings var...

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Teacher job satisfaction: lessons from the TSW Pathfinder Project

Cited by 47 publications

References 7 publications

Análisis de una Escala para Evaluar la Satisfacción del Profesional Docente en la Enseñanza Primaria

Análisis de una Escala para Evaluar la Satisfacción del Profesional Docente en la Enseñanza Primaria

Satisfacción laboral del profesorado de educación secundaria

Examining school context and its influence on teachers

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