Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction

2016 ◽  
Vol 53 (1) ◽  
pp. 86-112 ◽  
Author(s):  
Abiola Farinde-Wu ◽  
Paul G. Fitchett
Keyword(s):  
Job Satisfaction ◽  
Teacher Attrition ◽  
Student Behavior ◽  
Administrative Support ◽  
Black Teachers ◽  
Black Female ◽  
Teacher Education Programs ◽  
Schools And Staffing Survey ◽  
Attrition Rates ◽  
Female Teachers

Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black female teachers’ have job satisfaction when they are in an urban, non-charter school; receive administrative support; experience positive student behavior; and are committed to teaching. Concluding recommendations are offered for teacher education programs and school leaders.

scholarly journals Estimating Teacher Attrition for Impact Study Design

2019 ◽  
Vol 49 (1) ◽  
pp. 68-70
Author(s):  
Joseph A. Taylor ◽  
Brady West
Keyword(s):  
Teacher Attrition ◽  
National Average ◽  
Impact Study ◽  
Schools And Staffing Survey ◽  
Attrition Rates ◽  
Education Statistics ◽  
Nationally Representative ◽  
Study Context ◽  
Power Analyses

The goal of this article is to provide guidance on teacher attrition rates that can inform power analyses. The subjects were a nationally representative sample of teachers responding to the National Center for Education Statistics Schools and Staffing Survey and Teacher Follow-Up Survey (2011–2013). The findings indicate that at the national average of percent free and reduced-price lunch (FRL), approximately one in six teachers move schools or leave the profession between adjacent academic years. The odds of this type of attrition happening increase by approximately 0.8% for each 1% FRL difference (increase) of a planned study context from the national average.

Fairy tale midwifery 10 years on: re-evaluating the lived experiences of newly qualified midwives

2019 ◽  
Vol 27 (10) ◽  
pp. 649-654
Author(s):  
Kate Ashforth ◽  
Ellen Kitson-Reynolds
Keyword(s):  
Job Satisfaction ◽  
Lived Experiences ◽  
Fairy Tale ◽  
Original Research ◽  
Attrition Rates ◽  
Reality Shock ◽  
Data Saturation ◽  
Sources Of Support

Newly qualified midwives (NQM) experience a reality shock upon initiation of first post. Despite efforts to smooth the transition to NQM status, there remains an incongruence between the expectations (‘fairy tale’) and the realities of practice. Transition and preceptorship programmes aim to increase competence and confidence, and improve the lived experiences of NQMs. Preceptorship, however, is unstandardised and supernumerary shifts and rotations to clinical areas may be affected by service demands. Sources of support in practice include peers, preceptors and midwives on shift. No new themes emerged when comparing contemporary and original research, suggesting data saturation has been reached, although it may still be pertinent to consider the experiences of NQMs in order to reduce attrition rates and increase job satisfaction.

THE DETERMINATION OF JOB SATISFACTION AMONG FEMALE SCHOOL TEACHERS “A STUDY OF NAUSHAHRO FEROZE, SINDH, PAKISTAN”

2019 ◽  
Vol 9 (1) ◽  
pp. 383-400
Author(s):  
Ali-Raza Memon ◽  
Aqeela Memon ◽  
Ain Bemisal
Keyword(s):  
Job Satisfaction ◽  
Private Schools ◽  
Quantitative Research ◽  
Working Environment ◽  
Business Practices ◽  
Survey Question ◽  
Factors Affecting ◽  
Female Teachers ◽  
Scale Measure

This research based on factors affecting Job Satisfaction among the female teachers in Private Schools of Naushahro Feroze. Job satisfaction is an important topic in aca-demic and business practices. The salary scale, coworkers’ relationship scale, and working environment scale measure job satisfaction in this study. Researchers applied the quantitative research and numerical analysis of the data using the random sam-pling method. The study was held only on female teachers who work in the education sector in Private Schools in District Naushahro Feroze and filled the survey question-naires. The questionnaires were analyzed through IBM SPSS 16. Then co-relation test was used for hypothesis proving and to see the relationship between variables.

ICT usage in Ghanaian secondary schools: teachers’ perspectives

2015 ◽  
Vol 32 (5) ◽  
pp. 300-312 ◽  
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Secondary Schools ◽  
Administrative Support ◽  
Male Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Content Type ◽  
Female Teachers ◽  
Significant Difference ◽  
Ict Training ◽  
Teachers Perspectives

Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

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