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Models of teacher satisfaction post‐Herzberg have generally presented two mutually exclusive domains of teacher satisfaction/dissatisfaction. However, use of a survey with…
Models of teacher satisfaction post‐Herzberg have generally presented two mutually exclusive domains of teacher satisfaction/dissatisfaction. However, use of a survey with 2,000 teachers and school executive in England, New Zealand and Australia has provided evidence for a third domain of teacher satisfaction/dissatisfaction grounded in the wider environment surrounding the school, a domain which has grown in importance and influence and which teachers and school executive find uniformly dissatisfying. This outer domain has acted to erode overall teacher satisfaction in contravention of the general principles of “two‐factor” theories of job satisfaction. It is argued that teachers, schools, and others with an interest in education, need to build bridges, forge partnerships and actively participate in educational discourse with members of this outer domain. Further, educational systems and governments need to look within the outer domain of teacher satisfaction for answers to the problems currently facing teachers, schools and society.
This paper presents a model of teacher and school executive satisfaction derived from a study involving 892 respondents in 71 government schools in Western Sydney…
This paper presents a model of teacher and school executive satisfaction derived from a study involving 892 respondents in 71 government schools in Western Sydney, Australia. Factor analysis of survey items was utilised to develop an eight factor model of teacher satisfaction. The eight factors were named: school leadership, climate, decision making; merit promotion and local hiring; school infrastructure; school reputation; status and image of teachers; student achievement; workload and the impact of change; and professional self‐growth. Scores on the scales fell into three domains: “core business of teaching” factors (student achievement; professional self‐growth); school level factors (school leadership, climate, decision making; school infrastructure; school reputation); and system level/societal factors (workload and impact of change; status and image of teachers; merit promotion). Respondents were most satisfied with “core business” aspects and least satisfied with system level/societal factors, while school level factors showed the most variation, reflecting the influence of teachers’ specific and varying within‐school experiences. Leadership, communication and decision making styles were found to be important contributing factors to satisfaction with school based aspects of respondents’ roles. It is argued that within the important, school level domain, action to improve teacher satisfaction is most likely to be effective.
Draws on the findings of a major research project funded by the NewSouth Wales Department of School Education in Australia which sought toexamine the school‐community…
Draws on the findings of a major research project funded by the New South Wales Department of School Education in Australia which sought to examine the school‐community interface and communication in government comprehensive high schools in that state. Data were drawn initially from nine schools in Western Sydney with three of these schools being the subject of in‐depth follow‐up study. These studies revealed the significant role played by senior school executives, particularly the principal, in the development of communication methods in schools and their influence on school culture and climate. Examines decision making and communication methods in the three schools within the context of each school′s environment and draws implications for school leadership, staff morale, and staff, student and community attitudes. A key finding is that there is no “recipe” for success as a principal. Rather, a contingency approach is advocated whereby individual principals adopt a personal position across a range of important considerations, these positions being dependent on contextual and personal factors. The case studies suggest what these positions could be.
This study is one in a series which aims to examine the theories of actions developed and internalized by school principals that help them serve as successful leaders in…
This study is one in a series which aims to examine the theories of actions developed and internalized by school principals that help them serve as successful leaders in the tumultuous accountability climate. The dearth of recent empirical research focusing on best practices of successful school principals in a post‐NCLB nation sets the tone for and drives the study.
An inductive exploratory study was designed to provide insight into how successful elementary school principals facilitate high levels of student achievement. The research was grounded by allowing principals to talk about what their actual practices as leaders.
The principals provided a wealth of information that helped to identify common themes of practice across all 12 participants. The following categories represent the central themes: leadership with data; honesty and relationships; fostering ownership and collaboration; recognizing and developing leadership; and instructional awareness and involvement.
This study identified vital practices of successful elementary leaders that enabled them to facilitate high levels of student achievement and to dispel any notions that success is not possible in a high stakes environment. Interviews with the principals identified common themes of practice that, when collectively utilized, have led to high student achievement.
This study is very relevant and contributes to the growing body of research that seeks to define the qualities of effective leaders during times of increased accountability.