The development of scales to measure teacher and school executive occupational satisfaction

By C. Scott, S. Dinham. 2003

107 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c57828fc0a5307493a53d32c5984f372d6a3db0e

How researchers see this paper

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

In Education

In Social Psychology

Citations in the corpus

Modeling teacher empowerment: The role of job satisfaction (2005, methodology): “The construct validity of the questionnaire has also been established through a series of factor analyses performed with data from teachers in Australia, England, New Zealand, and the USA (Scott & Dinham, 2003).”
Job Satisfaction of Secondary School Teachers (2006, background): “…work and family life (Spear et al., 2000); behavioural difficulties exhibited by some pupils (van der Doef and Maes, 2002) and the excessive media criticism of teachers working in ‘failing’ schools (National Union of Teachers, 2001; Scott and Dinham, 2003), as well as pay (Chung et al., 2004).”
Ecological influences on teachers’ well-being and “fitness” (2015, background): “Effective leaders assist teachers to advance their self-worth by fostering empowerment and by promoting inclusive decision-making in a culture of inquiry (Scott & Dinham, 2003).”
Effect of Middle-level Leader and Teacher Emotional Intelligence on School Teachers’ Job Satisfaction (2010, background): “The most significant positive environmental factors are those related to the working environment and the nature of the job (Corwin, 2001; Scott and Dinham, 2003).”
Well-being, burnout and competence: Implications for teachers (2005, background): “When teacher satisfaction was examined by Scott and Dinham (2003), they found that it was influenced by student achievement and personal efficacy.”
Organizational Communication and Job Satisfaction in Australian Catholic Primary Schools (2008, background): “The dimensions of work that have been identified in studies of schools include the quality of relationships between teachers and their supervisors or principals, colleagues, pay, working conditions, recognition for work done, the work itself, participation in decision making and communication, to na”
Job satisfaction among school teachers in Cyprus (2004, background): “Imposed and centralized system accountability, lack of professional autonomy, relentlessly imposed changes, constant media criticism, reduced resources, and moderate pay all relate to low teacher satisfaction in many developed countries around the world (van den Berg, 2002; Dinham and Scott, 1998b, ”
How Schools Get Moving and Keep Improving: Leadership for Teacher Learning, Student Success and School Renewal (2007, background): “Thus, opinion on any facet of leadership can be polarised or bi-modal (see Scott & Dinham, 2003 ).”