共查询到20条相似文献，搜索用时 15 毫秒
1.
Robert M. Klassen Mimi Bong Ellen L. Usher Wan Har Chong Vivien S. Huan Isabella Y.F. Wong Tasos Georgiou 《Contemporary educational psychology》2009
The purpose of this article was twofold. The first purpose was to test the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) in five settings—Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings. 相似文献
2.
The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that predicted teachers' intent-to-leave. To enhance generalizability, this study also tested whether the structural coefficients were invariant across teacher gender and grade level. With one exception, the models appeared largely invariant across gender and grade level. Supplementing the structural models, measurement invariance and equality of latent factor means were also explored. 相似文献
3.
Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this study was to investigate work engagement and teacher efficacy and their relationship to job satisfaction, burnout and the intention to quit among newly qualified teachers. 750 questionnaires were distributed to teachers who had less than six years experience as a teacher after they had completed their teacher education from one university in southern Norway. 192 completed surveys were returned, a response rate of 25.6%. In line with the hypothesis, proposed work engagement and teacher efficacy are positively related to job satisfaction but negatively related to job burnout and the intention to quit. Practical implications of these findings are discussed. 相似文献
4.
K. Andrew R. Richards Nicholas Washburn Russell L. Carson Michael A. Hemphill 《Quest (Human Kinetics)》2017,69(4):494-514
While stress has always been present in the teaching profession, recent trends such as standardized testing and school and teacher accountability may be making teachers’ work more stressful. Teacher satisfaction research has emerged as a popular lens through which to understand how teachers experience their work. This scoping review sought to summarize the literature related to physical education teacher satisfaction published between 1987 and 2016. A total of 20 articles that reported research from 11 different countries were identified for inclusion. Thematic analysis of the study results led to the construction of four themes: (a) levels of physical education teacher satisfaction vary by level and context; (b) demographic variables do not reliably predict satisfaction; (c) intrinsic and psychosocial variables influence job satisfaction; and (d) the workplace and interpersonal relationships influence job satisfaction. Results are discussed and recommendations provided, particularly related to a theoretical basis for future research and methodological diversity. 相似文献
5.
This paper aims to contribute to the limited literature on teacher job satisfaction in developing countries, especially in Cyprus. Drawing on interviews with 52 teachers and administrators in 17 schools, the paper describes the sources of job satisfaction and dissatisfaction of Cypriot teachers and the impact on how teachers feel. Teachers emphasised their satisfaction with interactions with students, relationships held with colleagues and opportunities to contribute to the growth of individuals and the development of society. Sources of dissatisfaction were social problems and their impact on teachers' work, students' lack of interest and bad behaviour, the centralised educational system and the lack of professional autonomy in schools, and teacher evaluation and promotion prospects. Some of the factors are predictable but others are less so, having to do with the particular historical and social context in Cyprus. The context of a developing country is especially considered in an effort to explore how education officials may address issues of teacher satisfaction and dissatisfaction. 相似文献
6.
Glassow Leah Natasha Rolfe Victoria Hansen Kajsa Yang 《Educational Assessment, Evaluation and Accountability》2021,33(1):105-137
Research related to the “teacher characteristics” dimension of teacher quality has proven inconclusive and weakly related to student success, and addressing the teaching contexts may be crucial for furthering this line of inquiry. International large-scale assessments are well positioned to undertake such questions due to their systematic sampling of students, schools, and education systems. However, researchers are frequently prohibited from answering such questions due to measurement invariance related issues. This study uses the traditional multiple group confirmatory factor analysis (MGCFA) and an alignment optimization method to examine measurement invariance in several constructs from the teacher questionnaires in the Trends in International Mathematics and Science Study (TIMSS) 2015 across 46 education systems. Constructs included mathematics teacher’s Job satisfaction, School emphasis on academic success, School condition and resources, Safe and orderly school, and teacher’s Self-efficacy. The MGCFA results show that just three constructs achieve invariance at the metric level. However, an alignment optimization method is applied, and results show that all five constructs fall within the threshold of acceptable measurement non-invariance. This study therefore presents an argument that they can be validly compared across education systems, and a subsequent comparison of latent factor means compares differences across the groups. Future research may utilize the estimated factor means from the aligned models in order to further investigate the role of teacher characteristics and contexts in student outcomes.
相似文献7.
Teacher job satisfaction is a heated topic worldwide. Among the possible factors influencing teacher job satisfaction, distributed leadership is very important one. Given very few studies have investigated the effects of distributed leadership on teacher job satisfaction through teacher autonomy and teacher collaboration, this paper is important. It is expected to provide international readers with a better understanding of how these variables are practised in the Chinese context. Specifically, we aim to achieve two goals. The first goal is to investigate the direct impact of distributed leadership on teacher job satisfaction and the second one is to explore how distributed leadership indirectly affects teacher job satisfaction through teacher autonomy and teacher collaboration. The data are from the 2018 Teaching and Learning International Survey (TALIS) (n = 3976). Structural equation modeling revealed statistically significant positive effects of distributed leadership on teacher autonomy, teacher collaboration, and teacher job satisfaction, respectively. The further analyses indicated that the indirect effects of distributed leadership on teacher job satisfaction through teacher autonomy and professional collaboration were statistically significant. However, distributed leadership had no indirect effect on job satisfaction via exchange and co-ordination. Based on the findings, we propose some suggestions to improve teacher job satisfaction, such as strengthening communications between school leaders and teachers, and providing adequate autonomy to teachers. The detailed relationships among these variables are discussed in connection with Chinese educational context. 相似文献
8.
Several structural equation modeling (SEM) strategies were developed for assessing measurement invariance (MI) across groups relaxing the assumptions of strict MI to partial, approximate, and partial approximate MI. Nonetheless, applied researchers still do not know if and under what conditions these strategies might provide results that allow for valid comparisons across groups in large-scale comparative surveys. We perform a comprehensive Monte Carlo simulation study to assess the conditions under which various SEM methods are appropriate to estimate latent means and path coefficients and their differences across groups. We find that while SEM path coefficients are relatively robust to violations of full MI and can be rather effectively recovered, recovering latent means and their group rankings might be difficult. Our results suggest that, contrary to some previous recommendations, partial invariance may rather effectively recover both path coefficients and latent means even when the majority of items are noninvariant. Although it is more difficult to recover latent means using approximate and partial approximate MI methods, it is possible under specific conditions and using appropriate models. These models also have the advantage of providing accurate standard errors. Alignment is recommended for recovering latent means in cases where there are only a few noninvariant parameters across groups. 相似文献
9.
Alina Ivanova Elena Kardanova Christine Merrell Peter Tymms David Hawker 《Assessment in Education: Principles, Policy & Practice》2018,25(2):141-159
Is it possible to compare the results in assessments of mathematics across countries with different curricula, traditions and age of starting school? As part of the iPIPS project, a Russian version of the iPIPS baseline assessment was developed and trial data were available from about 300 Russian children at the start and end of their first year at school. These were matched with parallel data from representative samples of equal numbers of children from England and Scotland. The equating of the scales was explored using Rasch measurement. A unified scale was easiest to create for England and Scotland at the start and end of their first year at school when children only differ by a half a year in age, and live in adjacent countries with a common language. Although fewer items showed invariance across the three countries, it was possible to link iPIPS scores in mathematics from the start and end of the first year at school across Scotland, England and Russia. The findings of this study suggest that, despite the apparent difficulties, meaningful comparisons of mathematics attainment and development can be made. These will allow for substantive interpretations with policy implications. 相似文献
10.
目的:探索山东省高校体育教师工作满意度和工作投入的相关关系,为高校的科学管理提供参考;方法:采用文献资料法、问卷调查法、数理统计法等方法对山东省高校体育教师的工作满意度和工作投入及相关关系进行了研究;结果:山东省高校体育教师在性别、职称等人口统计变量上工作满意度与工作投入的不同维度上的差异达到显著性水平,工作满意度与工作投入的正相关系数为0.557;结论:山东省高校体育教师的工作满意度是工作投入的有效预测变量,可通过提高教师的工作满意度来提高他们的工作投入. 相似文献
11.
Empowerment is defined and measured in terms of teachers' power to participate in decision-making about teaching and learning conditions. Job satisfaction refers to the level of teacher satisfaction by matters related to these conditions: student achievement, decision-making ability, self-growth, and so on. This research considers the relationship between job satisfaction and teacher empowerment, which includes dimensions of job satisfaction that contribute to teacher empowerment. In particular, it examines the levels of teacher satisfaction in four dimensions (professional growth, decision-making, promotion, and status) and their contribution to the sense of teacher empowerment among Cypriot teachers. The results support the importance of job satisfaction in the construction of teacher empowerment. Specifically, (1) teachers' level of job satisfaction varies depending on the dimension of school life that is focused; (2) teachers' job satisfaction is related to teacher empowerment. 相似文献
12.
Socioeconomic status (SES) is often used as control variable when relations between academic outcomes and students' migrational background are investigated. When measuring SES, indicators used must have the same meaning across groups. This study aims to examine the measurement invariance of SES, using data from TIMSS, 2003. The study shows that a latent SES variable has the same meaning across sub-populations with Swedish and non-Swedish background. However, the assumption of scalar invariance was rejected, which is essential for estimation of differences in latent means between groups. Comparisons between models assuming different degrees of scalar invariance indicated that models allowing partial scalar invariance should not be used when comparing latent variable means across groups of students with different migrational backgrounds. 相似文献
13.
In the present study, teacher self-efficacy was examined in a cross-national setting. The cross-national generalizability of the scale and the meaning of cross-national variation in mean scores were investigated. Using data from TALIS involving 73,100 teachers in 23 countries, teacher self-efficacy was shown to have a similar unifactorial structure and equivalent positive correlations with teaching practices and job satisfaction across countries. At the country level, significant correlations were only found for job satisfaction; in addition, teacher self-efficacy was related to collectivism, modesty, and extremity scoring. Thus, mean score differences between countries mainly reflect cultural value orientations and response styles. 相似文献
14.
School climate surveys are central to school improvement and principal evaluation policies. The quality of school climate has been linked both to student achievement and to teacher retention. Oftentimes, policymakers and practitioners are concerned with monitoring change in school climate quality in each academic year. Such applications assume longitudinal factorial invariance—it is presupposed that the surveys are measuring the same things in the same metric at each time point. While there is considerable research examining the validity of inferences based on survey‐derived climate indicators, this research is almost exclusively based on cross‐sectional data. There is little literature describing procedures for gathering evidence of factorial invariance of school climate indicators. This study proposes to adapt existing methods for evaluating factorial invariance in longitudinal designs into multilevel frameworks, and in doing so, articulates a novel method for evaluating longitudinal measurement invariance in school climate research. This technique is illustrated on a widely used school climate survey. 相似文献
15.
Structural equation models are widely appreciated in behavioral, social, and psychological research to model relations between latent constructs and manifest variables, and to control for measurement errors. Most applications of structural equation models are based on fully observed data that are independently distributed. However, hierarchical data with a correlated structure are common in behavioral research, and very often, missing data are encountered. In this article, we propose a 2-level structural equation model for analyzing hierarchical data with missing entries, and describe a Bayesian approach for estimation and model comparison. We show how to use WinBUGS software to get the solution conveniently. The proposed methodologies are illustrated through a simulation study, and a real application in relation to organizational and management research concerning the study of the interrelationships of the latent constructs about job satisfaction, job responsibility, and life satisfaction for citizens in 43 countries. 相似文献
16.
The paper aims to augment the limited literature on teacher job satisfaction in developing countries, specifically in Chile. The nature of job satisfaction in Chilean secondary science teachers is investigated and causes of satisfaction and dissatisfaction identified. Teachers mentioned most often their satisfaction with interactions with students, relationships held within the school and opportunities to contribute to the development of society, future generations or the individual. Sources of dissatisfaction are poor salary, excessive workload, student characteristics, resources and infrastructure. Associations between teachers' characteristics (age, gender, experience), the type of school administration and job satisfaction are also made and suggestions on how to address the issues of teacher satisfaction and dissatisfaction are discussed. 相似文献
17.
Models of change typically assume longitudinal measurement invariance. Key constructs are often measured by ordered-categorical indicators (e.g., Likert scale items). If tests based on such indicators do not support longitudinal measurement invariance, it would be useful to gauge the practical significance of the detected non-invariance. The authors focus on the commonly used second-order latent growth curve model, proposing a sensitivity analysis that compares the growth parameter estimates from a model assuming the highest achieved level of measurement invariance to those from a model assuming a higher, incorrect level of measurement invariance as a measure of practical significance. A simulation study investigated the practical significance of non-invariance in different locations (loadings, thresholds, uniquenesses) in second-order latent linear growth models. The mean linear slope was affected by non-invariance in the loadings and thresholds, the intercept variance was affected by non-invariance in the uniquenesses, and the linear slope variance and intercept–slope covariance were affected by non-invariance in all three locations. 相似文献
18.
In the Teaching and Learning International Survey (TALIS), instructional leadership is measured by the self-reports of principals on three items only. When this measure is investigated together with teacher satisfaction with current work environment, no significant associations were found in the Nordic countries participating in the TALIS 2013 round. This paper argues that a potential reason for this might be the severely underrepresented construct of instructional leadership. As an alternative approach, teacher data from the same study are used to establish two important dimensions of instructional leadership at the school level: 1) managing the instructional program and 2) developing the school learning climate. Applying multilevel structural equation modelling (MSEM), we establish two shared cluster constructs at the school level and observe significant modest relationships between these constructs and teacher job satisfaction with current work environment. The paper brings to our attention the different approaches for interpreting, exploring, and making sense of instructional leadership in international large-scale studies, such as TALIS, from the joint perspective of teachers. 相似文献
19.
Sam Sims 《British Educational Research Journal》2020,46(2):301-320
Teacher shortages are a recurring problem in publicly funded schools, in part because of poor retention. Working conditions in schools are an important predictor of teacher job satisfaction and retention, yet research has so far made limited headway in identifying the specific aspects of the working environment which matter. This research uses representative data on state secondary school teachers in England in 2013 to derive an unusually rich set of working conditions variables. Regression analysis is used to model the relationships between working conditions, teacher job satisfaction and turnover intentions. The results show strong associations with the nature of school leadership, whether teachers have received training in the specific subjects they are assigned to teach and scope for career progression within the school. These results are robust to checks for common source bias. The study identifies ways in which schools can improve retention. 相似文献
20.
Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011–2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze effects of school rule enforcement and teacher victimization on job satisfaction. Findings indicated that teachers who perceived higher enforcement of school rules had higher job satisfaction. In particular, consistent enforcement of rules by school administrators had a significantly greater effect on satisfaction than collegial enforcement of rules. Findings also indicated that teacher victimization has a significantly negative effect on job satisfaction. Consistent enforcement of school rules may reduce instances of student misbehavior and teacher victimization, helping reduce teacher stress and anxiety, leading to greater job satisfaction. Implications for policy and practice are explored, examining what administrators can do to protect teachers and improve satisfaction. 相似文献