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Autor/inn/en | Topchyan, Ruzanna; Woehler, Carol |
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Titel | Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? |
Quelle | In: Education and Urban Society, 53 (2021) 2, S.119-145 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1245 |
DOI | 10.1177/0013124520926161 |
Schlagwörter | Substitute Teachers; Elementary School Teachers; Secondary School Teachers; Employment Level; Teaching Experience; Gender Differences; Job Satisfaction; Work Attitudes; Teacher Student Relationship; Job Performance; Correlation Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beschäftigungsgrad; Geschlechterkonflikt; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work attitude; Arbeitshaltung; Teacher student relationships; Lehrer-Schüler-Beziehung; Work performance; Arbeitsleistung; Korrelation |
Abstract | 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. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |