The Hiring Process Matters: The Role of Person–Job and Person–Organization Fit in Teacher Satisfaction

Abstract

Purpose: Teachers’ satisfaction with their jobs has reached the lowest point in 25 years. One contributing factor is when teachers experience information-poor hiring processes and do not obtain an accurate preview of their positions, their person–organization (P-O) fit, and person–job (P-J) fit. Sparked by a renewed focus on the variables that can influence teacher satisfaction, the purpose of this study was to examine the relationships among accurate job preview, P-O and P-J fit, and job satisfaction among teachers. Research Approach: Drawing on existing literature, a mediation model was hypothesized. Using existing data collected by the Center for Research, Evaluation, and Advancement of Teacher Education, a structural equation model was tested with a sample of 729 newly hired teachers. Specifically addressed was the extent to which P-O and P-J fit mediated the relationship between accurate job preview and satisfaction. Findings: Accurate job preview predicted future P-O and P-J fit. Higher levels of P-O and P-J fit were linked to higher teacher satisfaction rates. Accurate job previews worked through P-J fit and P-O fit to result in increased teacher satisfaction. Additionally, 53.3% of the variance in satisfaction with the campus was explained by the model. Implications for Research and Practice: Providing newly hired teachers with accurate job previews was related to higher satisfaction rates, so school and district leaders should consider ways to increase candidates’ knowledge during the hiring process about specific school settings and students’ needs.

The relationship between emotional intelligence and employee wellbeing through perceived person-job fit among university academic staff: A Structural Equation Modelling Approach

“…This showed that EI predicted employee wellbeing because of the partial role of person-job fit. The findings of this study corroborate previous studies where the relationship was found between EI and employee wellbeing (Warr & Inceoglu, 2012;Cifre et al, 2013;Peng & Mao, 2015;Ellis et al, 2017;Chen et al, 2014). EI and perceived person-job fit are employee resources in an organisation that favourably positions them in handling job demands thereby making their health and wellbeing less vulnerable to environmental threat.…”

“…Furthermore, various positive work outcome construct such as job satisfaction, positive affect, work engagement, burnout has been widely used as indirect indicators of work-related wellbeing (Cifre et al, 2013;Lin et al, 2013); and person-job fit have been found to relate to these indices. Person-job fit is significantly associated with job satisfaction (Warr & Inceoglu, 2012;Cifre et al, 2013;Peng & Mao, 2015;Ellis et al, 2017), work engagement (Cifre et al, 2013;Chen et al, 2014;Enwereuzor et al, 2016). Based on the person-environment fit theory framework and empirical studies support for job-person fit and employee wellbeing relationship, university employees who display higher level of perceived congruence between their personal and job characteristics may be more likely to experience a higher level of work-related wellbeing.…”

Who would do that role? Understanding why teachers become SENCos through an ecological systems theory

“…Ellis, Skidmore and Combs (2017) provide the salutary warning that after recruitment, high rates of teacher satisfaction are commensurate with those who know what the role involved from the outset or as Bronfenbrenner (2005) describes, the 'person and context'. Ellis et al (2017) add another dimension by replacing the word 'context' with 'job' or 'organisation', thus allowing the teacher to make career decisions based on their knowledge of themselves and their knowledge of the job and organisation. This person -job/organisation fit could be potentially mismatched if there is lack of information provided by the employer.…”

“…This includes understanding how different contexts have encouraged individuals to develop an interest in undertaking this complex role. Using the lens of Bronfenbrenner's ecological systems theory (1979,2005), the purpose of this article has been to explore why people choose to undertake the role of the SENCo -the person in the person context fit (Bronfenbrenner, 2005) or the person in the person -job/organisation fit (Ellis et al, 2017). This research suggests that teachers draw upon a wide range of different reasons when they embark on this career trajectory often through a 'pick and mix' approach drawing on a bricolage of personal, school and wider cultural and policy factors.…”

“…However, how can this be achieved without adequate time, resource and authority? Indeed, participants often considered the opportunity to express themselves in a leadership position was an attraction of why they have embarked in this role in the first instance; another indicator that points to the need to understand the SENCo as a person within the person -job fit (Ellis et al 2017).…”