Delving Deeper into Morale, Job Satisfaction and Motivation among Education Professionals

By Linda Evans. 2001

228 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/89636aacd1ec6f08f0c3b929fe35fdc5cf7030bb

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Citations in the corpus

Teachers’ Engagement at Work: An International Validation Study (2012, background): “Teachers who are dissatisfied with their work display lower engagement and are at greater risk for leaving the profession (Evans, 2001; Ingersoll, 2001).”
How times change: secondary teachers' job satisfaction and dissatisfaction in 1962 and 2007 (2009, background): “School leaders also play a critical role in influencing teacher morale and job satisfaction both directly and indirectly, through shaping work contexts that match teachers’ needs (Evans, 2001).”
Transformational leadership, employee engagement and performance: Mediating effect of psychological ownership (2011, background): “Transformational leadership develops culture that focuses on improvement of employee performance and development of abilities (Evans, 2001).”
The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction (2008, result): “This study extends the work of others ( Evans 2001; Olsen 1993; Pollicino 1998, Rosser 2004, 2005; Smart 1990) by ‘‘drilling down’’ into overall job satisfaction to understand the effects of diverse demographic characteristics and disciplinary context on faculty job satisfaction across a number of ”
Valuing and Supporting Teachers (2004, unknown): “Evans (1992) suggests a deﬁnition of morale as ‘a state of mind determined by the individual’s anticipation of the extent of satisfaction of those needs which s/he perceives as signiﬁcantly affecting his/her work situation’.”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “…repeatedly pointed out that low job satisfaction is predictive of teachers’ intention to leave a particular school or even the profession (Claeys 2011; Liu and Ramsey 2008; Evans 2001; Ingersoll 2001; O’Reilly 2014; Toropova, Myrberg, and Johansson 2020; Perrachione, Rosser, and Petersen 2008).”
Job Satisfaction and Organizational Commitment among Employees in the Sultanate of Oman (2010, background): “Evan [16] defined job satisfaction as a state of mind encompassing all those feelings determined by the extent to which the individual perceives his/her job-related needs to be being met.”
Modeling teacher empowerment: The role of job satisfaction (2005, unknown): “…efforts, social relations, self-esteem, use of valued skills, freedom and independence, challenge, expression of creativity, and opportunity for growth (Barnabe & Burns, 1994; Bishay, 1996; Borg & Riding, 1991; Dinham & Scott, 2000b; Evans, 1998, 2001; Odell & Ferraro, 1992; Zigarelli, 1996).”
The relationship between corporate social responsibility, job satisfaction, and organizational commitment: Case of Pakistani higher education (2017, background): “Job Satisfaction is a positive emotional state as a result of one’s work experience (Evans, 2001).”
Improving teacher recruitment and retention: the importance of workload and pupil behaviour (2006, background): “Within this diversity of responses, it was identified that ‘institutional leadership and management can do much to foster positive job-related attitudes by helping to create and sustain work contexts that are conducive to high morale, job satisfaction and motivation’ (Evans, 2001).”
Effective leadership in higher education: a literature review (2007, background): “It is very much associated with the significance of autonomy for many academics—the ability to be responsible for their own work and to get on with that work in an untrammelled and unconfined way (e.g. Adams, 1998; Evans, 2001).”