Why Do They Teach? A Study of Job Satisfaction among Long-Term High School Teachers.

By Gerald J. Brunetti. 2001

204 citations recorded by the source corpus.

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Citations in the corpus

Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04 (2012, background): “Nevertheless, satisfaction Shen et al. in working with students can also become a powerful motivator for teachers to remain in the classroom (Brunetti, 2001).”
Rural teacher satisfaction: An analysis of beliefs and attitudes of rural teachers' job satisfaction (2008, unknown): “Summary Employee productivity and job motivation have received considerable attention in business and industry, however, in education, little research has focused on attitudes related to satisfied teachers (Brunetti, 2001; Quaglia & Marion, 1991).”
The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment (2009, result): “This result supports the view of Brunetti (2001), who maintained that more experienced teachers feel less committed to the organization and less satisfied in their job than less experienced teachers.”
Job Satisfaction and Perception of Motivation among Middle and High School Teachers. (2002, background): “Other studies reported that 39% (King & Peart, as cited in McConaghy, 1993), 43% (Brunetti, 2001), and 34% (Perie & Baker, 1997) would not choose to become teachers.”
Perceptions of Violence: The Views of Teachers Who Left Urban Schools (2006, background): “…30 to 50 percent of teachers leave the profession within the first Perceptions of Violence: The Views of Teachers Who Left Urban Schools Deborah L. Smith Saginaw Valley State University Brian J. Smith Central Michigan University five years (Brunetti, 2001; Gritz & Theobald, 1996; Stanford, 2001).”
To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program (2009, background): “…teachers’ reasons for becoming teachers (Kyriacou et al., 1999; Kyriacou & Coulthard, 2000; Saban, 2003), and also studies on teachers’ job satisfaction (Brunetti, 2001; Guarino, Santibanez & Daley, 2006) support the idea that the most powerful motivators for teaching are altruistic reasons.”
Continuing Validation of the Teaching Autonomy Scale (2006, background): “…a link between several constructs and teacher autonomy (e.g., motivation, job satisfaction, stress or burnout, professionalism, and empowerment; Brunetti, 2001; Kim & Loadman, 1994; Klecker & Loadman, 1996; Ulriksen, 1996), and autonomy seems to have emerged as a critical factor for teachers…”
The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment (2011, methodology): “Based on previous research (Hulpia, Devos, & Rosseel, 2009b; Brunetti, 2001), we assume that teachers with more job experience tend to be less committed to the school, compared to teachers with less job experience.”