Principals' Efforts to Empower Teachers: Effects on Teacher Motivation and Job Satisfaction and Stress

By Joan Davis, S. Wilson. 2000

335 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1cfb9990cb512c1012d30d41045eae4d6167846d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. John T. Huysman
2. Michelle Helms-Lorenz
3. A. Hofman
4. W. Moomaw
5. E. Canrinus
6. D. Beijaard
7. J. Buitink
8. F. Korthagen

In Safety Research

1. John T. Huysman
2. Michelle Helms-Lorenz
3. A. Hofman
4. Russell L. Carson
5. W. Moomaw
6. E. Canrinus
7. D. Beijaard
8. J. Buitink

In Social Psychology

1. John T. Huysman
2. Michelle Helms-Lorenz
3. A. Hofman
4. M. Chase
5. Russell L. Carson
6. W. Moomaw
7. E. Canrinus
8. D. Beijaard

Citations in the corpus

• Profiling teachers’ sense of professional identity (2011, background): “Previous research of Day and colleagues (2006) incorporated teachers’ life outside school and social and policy expectations of what makes a good teacher, in the attempt to understand teachers’ professional identity.”
• Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, positive): “Throughcorrelation analysis, teachers ’ motivation has been found to be significantly related to teachers ’ job satisfaction ( r =0.38, p <0.01; Davis and Wilson 2000).”
• Rural teacher satisfaction: An analysis of beliefs and attitudes of rural teachers' job satisfaction (2008, positive): “This observation is consistent with studies that contend that the intrinsic factors are essential in realizing job satisfaction (Brunetti, 2001; Davis & Wilson, 2000; Dinham & Scott, 1997; Quaglia & Marion, 1991).”
• An examination of physical education teacher motivation from a self-determination theoretical framework (2009, background): “Teacher motivation, or lack thereof, has even been associated with teacher burnout (Anderson and Iwanicki 1984 ; Fejgin, Ephraty, and Ben-Sira 1995 ; Smith and Leng 2003 ), and teachers' job stress (Davis and Wilson 2000 ), while the motivation construct as a whole has been predictive of job dis”
• Continuing Validation of the Teaching Autonomy Scale (2006, background): “(p. 27) Researchers have acknowledged that teacher motivation and autonomy are related to job satisfaction and stress (Davis & Wilson, 2000; Pearson & Hall, 1993); the more intrinsically motivated teachers are, the more motivated and satisfied they are with their jobs and the less stress they…”