Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04

By Jianping Shen, J. M. Leslie, Jessaca K. Spybrook, Xin Ma. 2012

218 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fca29ddbf78b614217e213cbbb1124b8a26981f3

How researchers see this paper

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

In Education

Citations in the corpus

The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration (2020, background): “…and job satisfaction, respectively, and found school leadership and organizational factors, especially school culture and climate, to have possible associations with the interested teacher outcomes (Brackett et al., 2010; Gligorovic et al., 2012; Hosford and O’Sullivan, 2016; Shen et al., 2012).”
Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, background): “Shen et al. (2012), however, found school process variables such as career, working conditions, staff collegiality, and administrative support were stronger predictors of teacher job satisfaction.”
Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey (2019, methodology): “Job satisfaction within the teaching profession has been operationally defined by many researchers, with most definitions including the degree to which an individual identifies, contributes positively, or feels valued within their school (Darling-Hammond, 1995; Shen et al., 2012; Skaalvik & Skaalvik”
Stress, coping strategies and academic achievement in teacher education students (2019, unknown): “…coping strategies raise concerns about students ’ future role as teachers in a profession which can become especially stressful and lead to early burnout (Deasy et al. 2014b; Hoglund, Klingle, and Hosan 2015; Pas, Bradshaw, and Hershfeldt 2012; Shen et al. 2012; Van Maele and Van Houtte 2015).”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, background): “…conditions and turnover indicators Research has shown that teachers, when deciding whether to continue in their current job or profession, evaluate their current working conditions, which are considered as program-level professional resources (e.g. Ingersoll, 2001; Ladd, 2011; Shen et al., 2012).”
Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years. (2017, background): “There was strong evidence demonstrating a significant association between school climate and teacher satisfaction (Cha, 2008; Johnson, 2005; Leslie, 2009; Perie and Baker, 1997; Price, 2012; Sentovich, 2004; Shen et al., 2012; Skinner, 2008; Tickle, 2008; Williams, 1993; Zhang, 2006).”
Examining relationship between teachers' self-efficacy and job satisfaction (2017, background): “related to job satisfaction [37, 35, 42] and teacher self-efficacy has a considerable effect on job satisfaction [54, 59].”
Primary school principals ' job satisfaction and occupational stress (2016, background): “Existing research has established the empirical link between school leadership and improved student achievement (Wallace Foundation, 2013) as well as job satisfaction of teachers (Shen et al., 2012).”