Teachers Commitment and Job Satisfaction. Project Report.

Autor/inn/en	Maehr, Martin L.; und weitere
Institution	National Center for School Leadership, Urbana, IL.; Illinois Univ., Urbana. Beckman Inst. for Advanced Science and Technology.; Michigan Univ., Ann Arbor. School of Education.
Titel	Teachers Commitment and Job Satisfaction. Project Report.
Quelle	(1990), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Responsibility; Elementary Secondary Education; Job Satisfaction; Leadership; Models; Principals; Public Education; School Culture; School Effectiveness; Teacher Effectiveness; Teachers; Illinois (Champaign) + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Führung; Führungsposition; Analogiemodell; Principal; Schulleiter; Öffentliche Erziehung; Schulkultur; Schulleben; Schuleffizienz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrer; Lehrerin; Lehrende
Abstract	Recent school effectiveness research has underscored the importance of teachers' personal investment and commitment--not just to education, but to the particular mission operating in their own school setting. There is growing evidence that aspects of the school organization are related to both job satisfaction and commitment. Employing path analysis techniques with a sample of 101 teachers from four schools in the Champaign, Illinois, area, the study summarized in this paper tests a causal model linking leadership behavior to school culture to teacher job satisfaction and commitment causal model. Results provides support for the model. A school culture that stresses accomplishment and recognition is likely to elicit job satisfaction and commitment, whereas a culture emphasizing affiliation is of lesser significance. Power has a negative influence on these orientations. The perception of an organizational emphasis on accomplishment and recognition is associated with specific types of action taken by principals. Surprisingly, the principal's active involvement in supervising instruction and monitoring student progress does not emerge as an important factor. Further research is needed to substantiate these findings. (31 references) (MLH)
Anmerkungen	Publications, National Center for School Leadership, 1208 W. Springfield, Room 208, Urbana, IL 61801 (Order No. PR-C006; $8.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC