Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement?

2020 ◽  
pp. 001312452092616
Author(s):  
Ruzanna Topchyan ◽  
Carol Woehler
Keyword(s):  
Job Satisfaction ◽  
Work Engagement ◽  
Work Experience ◽  
Social Engagement ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Substitute Teachers ◽  
Full Time ◽  
Teacher Gender ◽  
Teacher Status

This study explored whether teacher status (full-time vs. substitute) and its interaction with teacher gender and length of work experience had an effect on the linear combination of teacher job satisfaction and work engagement. The study was conducted with 238 full-time and substitute teachers. The findings suggested that full-time teachers’ social engagement, social engagement with students, and job satisfaction were significantly higher than those of substitute teachers, and that female teachers were more engaged with students than their male counterparts and substitute teachers. Length of teaching experience did not have any significant effect on job satisfaction or work engagement. Implications for educational leadership are discussed.

scholarly journals Predicting Teacher Anxiety, Depression, and Job Satisfaction

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Ferguson ◽  
Lorraine Frost ◽  
David Hall
Keyword(s):  
Job Satisfaction ◽  
Grade Level ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Self Report ◽  
Full Time ◽  
Student Behaviour ◽  
Employment Conditions ◽  
Years Of Teaching Experience ◽  
Anxiety Depression

This study investigates predictors of anxiety, depression, and job satisfaction in teachers in northern Ontario. Using data from self-report questionnaires, factor analysis and multiple linear regression were performed to determine which sources of stress predict stress-related symptoms among teachers and to explore job satisfaction as predicted by: stress, depression, anxiety, years of teaching experience, gender, grade level assignment and position (part-time vs. full-time). The results indicate that workload and student behaviour were significant predictors of depression in teachers in the study. Workload, student behaviour, and employment conditions were significant predictors of anxiety. In addition, stress and depression had a significant and negative impact on job satisfaction. Years of teaching experience was a significant and positive predictor of job satisfaction. Anxiety, gender, grade level, and position were not statistically significant predictors of teacher job satisfaction. Therefore, efforts made to improve workload, student behavior, and employment conditions may lead to reduced stress among teachers and thus lower levels of depression and anxiety. These results may provide guidance for teachers and administrators, as well as inform teacher retention efforts and attempts to improve teacher job satisfaction.

Abusive supervision and employee engagement and satisfaction: the mediating role of employee silence

2020 ◽  
Vol 49 (9) ◽  
pp. 1845-1858
Author(s):  
Chih-Chieh Wang ◽  
Hui-Hsien Hsieh ◽  
Yau-De Wang
Keyword(s):  
Job Satisfaction ◽  
Employee Engagement ◽  
Work Engagement ◽  
Structural Equation ◽  
Work Motivation ◽  
Abusive Supervision ◽  
Equation Modeling ◽  
Full Time ◽  
Content Type ◽  
Employee Silence

PurposePrevious studies have found that abusive supervision undermines employees' work motivation and attitudes, namely work engagement and job satisfaction. However, less is known about the mechanisms by which abusive supervision negatively relates to employees' work engagement and job satisfaction. Drawing on conservation of resources theory, this study examines employee silence as a mediating mechanism linking abusive supervision to employees' work engagement and job satisfaction.Design/methodology/approachSurvey data were collected from a sample of 233 full-time employees of a large hotel service company in Taiwan. Structural equation modeling analyses were conducted to test the hypotheses.FindingsThe results showed that abusive supervision has a positive association with employee silence. Moreover, the results showed that employee silence mediates the negative associations of abusive supervision with employees' work engagement and job satisfaction.Practical implicationsThe results suggest that organizational managers should provide supervisors with leadership interventions to prevent the occurrence of abusive supervision. Furthermore, organizational managers should provide employees with opportunities to voice their concerns through the use of organizational communication and participation, which can reduce employee silence and subsequently foster employee engagement and satisfaction at work.Originality/valueThis study advances our understanding of how abusive supervision results in poor work motivation and attitudes among employees. This contributes to the literature by identifying employee silence as a suitable mediating mechanism linking the negative associations of abusive supervision with employees' work engagement and job satisfaction.

Job satisfaction among secondary teachers in Korea

2016 ◽  
Vol 45 (2) ◽  
pp. 284-297 ◽  
Author(s):  
Sukkyung You ◽  
Ann Y. Kim ◽  
Sun Ah Lim
Keyword(s):  
Job Satisfaction ◽  
Principal Leadership ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Individual Characteristics ◽  
School Level ◽  
Education Policies ◽  
Sense Of Efficacy ◽  
Nationally Representative ◽  
Using Data

This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers’ sense of job satisfaction. Previous research identified teachers with high job satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.

scholarly journals Predictor of Turnover Intention of Register Nurses: Job Satisfaction or Work Engagement?

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Yolanda Edwards-Dandridge ◽  
Brandon D Simmons ◽  
Douglas G Campbell
Keyword(s):  
Job Satisfaction ◽  
New York ◽  
Registered Nurses ◽  
Work Engagement ◽  
Turnover Intention ◽  
The Body ◽  
Full Time ◽  
Healthcare Organizations ◽  
High Turnover ◽  
Nurse Turnover

Both employee job satisfaction (JS) and employee work engagement (WE) have been examined as possible predictors of employees’ intention to voluntarily leave a specific job or company, known as turnover intention (TI). While the body of knowledge has grown concerning the nature of TI, there remains the unsettled question of which of the two concepts most accurately predicates TI. The high turnover rate of registered nurses (RNs) in hospitals in the U.S. presented an opportunity to examine if JS and WE predict, and to what degree, among RNs. For this quantitative correlational research probability sampling was used to identify 155 participants, all full-time registered nurses with 2 or more years of employment in New York hospitals. Data, obtained from surveys, were analyzed via multiple linear regression. The results revealed that only job satisfaction predicted turnover intention among the nurses sampled, <em>F</em> (5,154) = 12.008, <em>p</em> R<sup>2</sup> = 287.The findings indicate that leaders of healthcare organizations, might lower nurse turnover intention by focusing on improving job satisfaction. Specifically, TI may be lower by addressing the issues identified from regular job satisfaction surveys, and by a greater emphasis on creating a more satisfying workplace. A more stable RN workforce could reduce healthcare disruptions in communities.

Lo stage come momento di socializzazione lavorativa: il ruolo di autoefficacia e proattivitŕ

RISORSA UOMO ◽  
2009 ◽  
pp. 151-166
Author(s):  
Alessandro Lo Presti ◽  
Giovannii Sprini
Keyword(s):  
Job Satisfaction ◽  
Labour Market ◽  
Work Engagement ◽  
Work Experience ◽  
Self Efficacy ◽  
Occupational Socialization ◽  
Career Attitudes ◽  
Dependent Variables ◽  
Recent Graduates ◽  
Points Of View

- Despite internship has extended as a means for entering into the labour market, it has not been examined in occupational socialization studies yet. This survey has been carried out on a group of 79 recent graduates at their first work-experience as interns. The effects of new career attitudes, proactivity and self-efficacy in coping with work transitions have been evaluated towards distress, job satisfaction and work engagement. Results highlighted that proactivity shows partial significant effects with all the dependent variables, while self-efficacy is exclusively associated with distress. Finally, results have been discussed from the theoretical and practical points of view.Keywords: occupational socialization, transition, proactivity, self-efficacy.Parole chiave: socializzazione lavorativa, transizione, proattivitŕ, autoefficacia.

scholarly journals The Relationship between Job Satisfaction of Iranian English Teachers and Their Students’ Achievement

2013 ◽  
Vol 1 (2) ◽  
pp. 315
Author(s):  
Gholamreza Hesami ◽  
Saeed Kheiri
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Student Achievement ◽  
English Teachers ◽  
Teacher Job Satisfaction ◽  
Full Time ◽  
High School English ◽  
Job Satisfaction Survey ◽  
Significant Difference ◽  
The Relationship

<p><strong> </strong></p> <p><em>Teachers' satisfaction with their career influences the quality and stability of instruction given to students. The purpose of the present investigation was </em><em>to examine the relationship between teacher job satisfaction and student achievement among Iranian high school English teachers and to investigate the effect of factors such as gender, employment type and working place on job satisfaction</em><em> in order to provide better insights for the educational authorities and teachers to look for possible ways of improving the existing situation.</em><em> Data were collected through Job Satisfaction Survey (Spector, 1985) distributed among 84 Iranian high school English teachers. </em><em>End of the term results were used as an indicator of the students` achievement.</em><em> The findings of the present study suggested that there was a significant relationship between teacher job satisfaction and student achievement. But there was not any significant difference between male and female teachers regarding job satisfaction. Besides, working at public vs. private schools did not make any significant difference in the level of job satisfaction. But a significant difference was found between the part-time and full-time teachers' job satisfaction. The full-time teachers were more satisfied with their job.</em><em></em></p>

scholarly journals Supporting Public Health Employee Engagement and Retention: One U.S. National Center’s Analysis and Approach

2020 ◽  
Vol 68 (8) ◽  
pp. 366-373
Author(s):  
C. Kay Smith ◽  
Crystal Spears-Jones ◽  
Carolyn Acker ◽  
Hazel D. Dean
Keyword(s):  
Public Health ◽  
Job Satisfaction ◽  
Employee Engagement ◽  
Workforce Development ◽  
Work Experience ◽  
Full Time ◽  
Public And Private ◽  
Service Employees ◽  
Performance Reviews ◽  
Public And Private Sector

Background: Employee engagement, exemplified by positive perceptions of supervisors, workplace, and job, improves productivity and employee retention. We identified the extent of and barriers to employee engagement at Centers for Disease Control and Prevention’s (CDC) National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention (NCHHSTP). Methods: In 2015, NCHHSTP’s leadership collected baseline data through a centerwide Employee Engagement Pulse Survey (EEPS) from NCHHSTP’s full-time Civil Service employees, U.S. Public Health Service Commissioned Corps officers, and Title 42 service fellows. EEPS included six demographic questions; nine Likert-type scale questions measuring 26 perceptions related to immediate supervisors, the work environment, and job satisfaction; and four open-ended questions soliciting recommendations for improvement. Findings: Among 727 of 1,171 staff (response rate = 62%), positive perceptions of supervisors ranged from a high of 94% (supervisor conducts performance reviews) to a low of 63% (supervisor assists employees with career development). Perceptions of work experience ranged from 98% (respondents were willing to put in extra effort to get a job done) to 68% (respondents’ talents were used well in the workplace). Perceptions of job satisfaction ranged from 87% (support from their coworkers) to 69% (satisfaction with opportunities to learn or grow professionally). Conclusion/Application to Practice: Overall, NCHHSTP staff have positive perceptions of their work, their leaders, and the agency. Other public- and private-sector employers might be able to improve their employees’ engagement and retention by listening to their opinions and needs and frequently recognizing their individual achievements. NCHHSTP’s workforce development initiatives can be used as a model for assessing a baseline of their employees’ engagement.

Examining workplace bullying-outcomes relationships among Indian managers

2018 ◽  
Vol 40 (6) ◽  
pp. 1015-1035 ◽  
Author(s):  
Arpana Rai ◽  
Upasna A. Agarwal
Keyword(s):  
Job Satisfaction ◽  
Work Engagement ◽  
Psychological Contract ◽  
Workplace Bullying ◽  
Full Time ◽  
Cross Sectional ◽  
Content Type ◽  
Workplace Friendship ◽  
Mediating Role

Purpose The purpose of this paper is to examine the relationship between workplace bullying and employee outcomes (intention to quit (ITQ), job satisfaction and work engagement) with psychological contract violation (PCV) as mediator and workplace friendship as moderator. Design/methodology/approach Data were collected from 835 full-time Indian managerial employees working in different Indian organizations. Findings Results revealed that PCV mediated bullying-outcomes (ITQ, job satisfaction and work engagement) relationship and effects of workplace bullying on proposed outcomes were weaker in the presence of high workplace friendship. Research limitations/implications A cross-sectional design and use of self-reported questionnaire data are a limitation of this study. As the study did not cover all sectors, the results of this study should be interpreted with caution. Originality/value To the best of the authors’ knowledge, this study is rare attempts to examine the mediating role of PCV and the moderating role of workplace friendship in bullying-outcomes relationships. This study also contributes in terms of its context and sample.

scholarly journals Effect of Work Engagement, Work Environment and Work Spirit on Teacher Satisfaction

2021 ◽  
Vol 1 (3) ◽  
pp. 226-240
Author(s):  
Nuning Nurna Dewi ◽  
Ach. Fathoni Rodli ◽  
Fitri Nurhidayati
Keyword(s):  
Job Satisfaction ◽  
Work Environment ◽  
Work Engagement ◽  
Regression Coefficient ◽  
Teacher Satisfaction ◽  
Job Involvement ◽  
Teacher Job Satisfaction ◽  
Independent Variables ◽  
Work Involvement ◽  
Positive Effect

This study aims in general to prove and analyze the effect of work involvement, work environment and work morale on teacher job satisfaction at SDN Aeng Beje Kenek. The population of this study were all permanent teachers at SDN Aeng Beje Kenek IV, Kecamatan Bluto recorded in mid-2013 with a total of 80 people. the following results are obtained: (1) The three independent variables, namely work involvement, work environment and morale have a significant positive effect on teacher job satisfaction at SDN Aeng Beje Kenek IV Kecamatan Bluto, thus proving that the three independent variables simultaneously have a significant effect on teacher job satisfaction. (2) Involvement work has a positive effect on teacher job satisfaction. The regression coefficient of 0.3677 shows, if there is an increase in work involvement by 1 point, it will increase teacher job satisfaction by 0.3677 points. Although it has a positive significant effect, job involvement has the smallest effect on teacher job. (3) The work environment in this study has a positive and nutritious effect on teacher job satisfaction. (4) Morale is the most effective and greatest in increasing job satisfaction of a teacher.   Keywords: work involvement, work environment, Satisfaction

Sign in / Sign up

Export Citation Format

Share Document