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Article
Publication date: 1 January 1991

Neil A. Johnson and Edward A. Holdaway

The job satisfaction and effectiveness of principals, theeffectiveness of their schools, and relationships among those threevariables were investigated by questionnaires and…

Abstract

The job satisfaction and effectiveness of principals, the effectiveness of their schools, and relationships among those three variables were investigated by questionnaires and interviews involving elementary school teachers, principals, and area superintendents in Alberta. Job satisfaction of principals was closely associated with the effect of the job on their personal lives, and it was highest in respect of working relationships with teachers and students. An appropriate school climate emerged as the most important and most effective individual aspect of the performance of schools, but a multidimensional perspective was supported. Effective principalship was seen to encompass many high priority areas, and principals′ overall effectiveness related most strongly to their decision‐making effectiveness. Principals′ job satisfaction was only weakly associated with the effectiveness of schools and principals, but the two effectiveness variables were significantly related. Teachers and area superintendents tended to rate the effectiveness of schools less positively than did principals.

Details

Journal of Educational Administration, vol. 29 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 6 December 2022

Niki Glaveli, Panagiotis Manolitzas and Evangelos Grigoroudis

The purpose of this paper is threefold. First, to explore the importance of specific work environment facets for the overall job satisfaction (JS) of primary full-time permanent…

Abstract

Purpose

The purpose of this paper is threefold. First, to explore the importance of specific work environment facets for the overall job satisfaction (JS) of primary full-time permanent teachers (PTs) and substitute/temporary teachers (STs). Second, to highlight the similarity or difference in JS patterns among PTs and STs. Third, to provide guidelines for effective evidence-based human resource management (HRM) interventions targeting to boost PTs and STs JS levels by considering: (1) the perceived importance of individual work facets for them and (2) the school's performance in providing a satisfactory work environment.

Design/methodology/approach

Data on overall and important JS facets (i.e. satisfaction with opportunities for self-fulfillment, work intensity/load, salary/income, leadership and collegial relations) were collected from a sample of 438 PTs and STs in Greece. Moreover, MUSA, a method that combines Multi-Criteria Decision (MCDA) and Importance-Performance Analysis (IPA), was applied to uncover the critical work environment facets of PTs and STs overall JS that call for interventions.

Findings

The findings suggest that PTs seem to value, more than STs, the transactional and economic aspects of the school environment. More precisely, on the part of PTs, self-fulfillment and salary/income are the main contributors to their JS, whilst leadership is the least important facet of JS. For STs self-fulfillment and collegial relationships are the aspects of work that contribute the most to their overall JS, whilst salary/income is the least important contributor. The study results further indicate that self-fulfillment is the strong attribute of Greek schools' work environment in boosting TJS regardless teachers' status, whilst salary/income and workload are potential threats.

Originality/value

It is one of the few studies that provide insights into the differing JS patterns of STs and PTs through the application of a MCDA/IPA method. Therefore, it offers evidence-based guidelines that take into consideration both the school's performance (overall and facet JS) and importance of core aspects of the work experience for STs and PTs.

Details

Kybernetes, vol. 53 no. 1
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 1 March 1993

Steve O. Michael, Edward A. Holdaway and James M. Small

Describes the perceptions of administrators of post‐secondaryinstitutions in Alberta with respect to various aspects of theresource‐environment of their institutions. While…

Abstract

Describes the perceptions of administrators of post‐secondary institutions in Alberta with respect to various aspects of the resource‐environment of their institutions. While administrators of post‐secondary institutions in Alberta are divided on the issue of government funding ideology, the vast majority of them agreed that the attitude of the government to funding was changing. Other problems of concern to these administrators include the lack of public awareness of the true situation in their institutions, the growing competition among post‐secondary institutions, and the unpredictable funding direction from the government. Recommends a clear funding direction with multi‐year budget plan and internal restructuring to prepare for an increasingly competitive environment.

Details

International Journal of Educational Management, vol. 7 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 January 1975

E.A. HOLDAWAY

This study was undertaken in 1971–72 to compare the proportions of staff in various types of positions in public K—12 education in two Australian states and two Canadian…

Abstract

This study was undertaken in 1971–72 to compare the proportions of staff in various types of positions in public K—12 education in two Australian states and two Canadian provinces. For reasons of accessibility of data, cost, travel time, and familiarity of the researcher with the systems, the Australian states of Victoria and Queensland and the Canadian provinces of Alberta and British Columbia were selected as being representative of structurally “centralized” and “decentralized” educational systems. In addition, the study has as asociated objectives the comparison of (1) the proportions of salaries paid to personnel in various types of positions, and (2) the various administrative structures.

Details

Journal of Educational Administration, vol. 13 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 February 1990

Edward Holdaway

Some of the most crucial current issues in educational managementare related to governance, effective schooling and performanceindicators, conditions of employment of teachers…

Abstract

Some of the most crucial current issues in educational management are related to governance, effective schooling and performance indicators, conditions of employment of teachers, and in‐service education. For example, what different types of policy and operational decisions should be made by central, regional, and school bodies? What are the most important indicators of school performance that can be reliably assessed? How can we assure that teacher‐evaluation practices are conducted fairly and appropriately so that the interests of both teachers and students are served? How can schools effectively integrate their teaching and continual professional development activities so that minimal disruption occurs with student learning? These issues were identified during study leave in 1988‐89. Interviews were conducted with staff in universities, colleges, schools, government departments, research institutes, and local education authorities in several countries. The crucial nature of the issues was assessed by frequent attention to the intensity with which interviewees spoke about an issue, and the author′s subjective assessment.

Details

International Journal of Educational Management, vol. 4 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 January 1991

E.A. Holdaway

The 1988 Education Reform Act has profoundlyaffected the organisation of education in Englandand Wales. In common with changes in severalother jurisdictions, the power of both the…

Abstract

The 1988 Education Reform Act has profoundly affected the organisation of education in England and Wales. In common with changes in several other jurisdictions, the power of both the central government and the schools has been increased and that of the local authorities decreased. The major changes involve (a) introduction of local management of schools by school governing bodies; (b) introduction of both a national curriculum and a national scheme for assessment of pupils; (c) reduction of the operational role of local education authorities, which will become more involved in planning, policy making, and monitoring; (d) more parental choice of schools that their children attend; (e) the possibility that individual schools can apply directly for national funding; and (f) establishment of city technology colleges. Several implications of those changes are presented, together with positive and negative reactions. The applicability of some of those changes to other systems, especially in Canada, is discussed.

Details

International Journal of Educational Management, vol. 5 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 28 December 2022

Anh-Duc Hoang

This research study aims to capture the movement of research focus and to highlight notable authors, journals and documents on teachers' satisfaction from 1956 to 2022.

309

Abstract

Purpose

This research study aims to capture the movement of research focus and to highlight notable authors, journals and documents on teachers' satisfaction from 1956 to 2022.

Design/methodology/approach

This paper analyzed the bibliographic metadata associated with 720 Clarivate Web of Science indexed articles on this topic, using descriptive, co-occurrence and thematic analyses.

Findings

The study first identified the growth trajectory of literature on this topic over time and found a steady increasement since 2016. The findings also revealed four sub-topics that scholars often investigate when studying teachers' satisfaction, which are: leadership, engagement, self-efficacy and retention, as well as the scholars' research focus on those sub-topics across different periods. In recent years, scholars have been paying more attention to exploring the influence of various leadership styles and teachers' professional identities on job satisfaction.

Originality/value

This paper is the first bibliometric review on this topic. The results of this study showed that there was little collaboration between authors across countries and territories. Therefore, there is a considerable demand for comparative studies on this topic, which can expose untapped insights from various cultures and societies. Finally, by featuring the most influential authors, documents and journals on teachers' satisfaction, this work might serve as an introduction for scholars who are new to this topic.

Details

International Journal of Educational Management, vol. 37 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 October 1995

Donna M. Smith and Edward A. Holdaway

Explores the perceptions of junior high‐school principals aboutconstraints on their leadership effectiveness and the overalleffectiveness of their schools. Data were collected in…

1496

Abstract

Explores the perceptions of junior high‐school principals about constraints on their leadership effectiveness and the overall effectiveness of their schools. Data were collected in Alberta, Canada, using a questionnaire completed by 87 per cent of the 108 junior high principals and an interview conducted with ten principals. The most frequently listed constraints on leadership effectiveness were inadequate funding, time taken dealing with problem students, and inadequate physical facilities, while the most frequently listed constraints on school effectiveness were financial support by the province, financial support by the school system, and ineffective provincial leadership. Different perceptions of constraints on effectiveness were associated with selected demographic variables including the number of years served as principal and the number of years the school had been in operation. Several constraint‐resolution strategies were recommended by respondents, including redistribution of budget allocations.

Details

International Journal of Educational Management, vol. 9 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 April 1990

Kenneth A. Leithwood, Paul T. Begley and J. Bradley Cousins

Growing appreciation for the potential impact of principals ontheir schools has stimulated a significant body of research concerningthe principalship. While many aspects of the…

Abstract

Growing appreciation for the potential impact of principals on their schools has stimulated a significant body of research concerning the principalship. While many aspects of the principalship have been the object of study, it is often difficult to determine the relationship among these studies and how these studies, as a whole, contribute to a better understanding of the principalship. It is also difficult to judge which aspects of the principalship would provide the most productive focus for subsequent research. The review reported in this article addressed both sets of difficulties by analysing a total of 135 empirical studies conducted between 1974 and 1988; 60 of these studies were reported between 1985 and 1988 and received more attention than the earlier 75. Results of the analysis identify aspects of the principalship about which much is known, approaches to research which appear to have exhausted their usefulness and areas in which further study seems likely to be of most value. One major conclusion from the analysis is that we know most about effective principal practices and least about how such practices develop.

Details

Journal of Educational Administration, vol. 28 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 January 1983

A. JOHN RENTOUL and BARRY J. FRASER

The School‐Level Environment Questionnaire (SLEQ) is a new instrument measuring teachers' perceptions of the following eight psychosocial dimensions of the environment of primary…

757

Abstract

The School‐Level Environment Questionnaire (SLEQ) is a new instrument measuring teachers' perceptions of the following eight psychosocial dimensions of the environment of primary or secondary schools: Affiliation, Student Supportiveness, Professional Interest, Achievement Orientation, Formalisation, Centralisation, Innovativeness and Resource Adequacy. Noteworthy features of the SLEQ are its consistence with the literature, coverage of Moos's three general categories for conceptualising all human environments, salience to practising teachers, specific relevance to schools, minimal overlap with classroom environment instruments, and economy. Administration of the SLEQ to two samples of 83 and 34 teachers, respectively, revealed that each seven‐item scale possessed satisfactory internal consistency and discriminant validity. Preliminary use of the SLEQ provided evidence of its usefulness in research into the effects of school‐level environment on classroom‐level environment and on teachers' pedagogical attitudes.

Details

Journal of Educational Administration, vol. 21 no. 1
Type: Research Article
ISSN: 0957-8234

1 – 10 of 133