Distilling the vast literature on this frequently studied variable in organizational behaviour research, Paul E Spector provides the student and professional with a pithy overview of the application, assessment, causes and consequences of job satisfaction. In addition to discussing the nature of and techniques for assessing job satisfaction, the author summarizes the findings concerning how people feel towards work, including: cultural and gender differences in job satisfaction and personal and organizational causes; and potential consequences of job satisfaction and dissatisfaction. Students and researchers will particularly appreciate the extensive list of references and the Job Satisfaction Survey included in the Appendix.
Contents: Job Satisfaction of Teacher Educators: The Problem and its Significance, Review of Related Literature, Research Method and Procedure, Results and Discussions, Summary, Conclusions and Recommendations.
`This book is a wonderfully intimate account of the feelings of teachers about their managers, and a useful staff development tool at INSET or for personal reflection.... One of the excellent strands in this book is the end section of each chapter - A Management Perspective: Issues for Consideration - which will provoke much discussion within actual and aspiring management. Taken out of context each is thought- provoking; in context professionality will be challenged. Recommended for those wishing to improve their management skills, and the seriously nosy!' - Education Review Teacher Morale, Job Satisfaction and Motivation focuses on the much neglected perspective of the 'managed' teacher.
Job satisfaction is one of the most researched topics in the field of industrial psychology. This dissertation is an examination of job satisfaction of international educators in the post-September 11th era. International educators have experienced immense change since September 11, including implementation of the Student Exchange Visitor Information System (SEVIS) and the threat of global terrorism. As a result many international educators are contemplating early retirement or are leaving the field for different vocations. This study focuses on four different international educator groups: English as a second language administrators/ teachers, international student advisors, study abroad/ international program advisors, and international admissions advisors. The study is the first comprehensive look at job satisfaction of international educators in the research literature. The researcher utilizes a well-established instrument from the field of industrial psychology, the Job Diagnostic Index (JDI). The JDI has been tested extensively for validity and reliability through public and private sector studies. The questionnaire is one that is used to evaluate job satisfaction of individuals who are in positions that have undergone change, thus a perfect fit for international educators. The sampling technique utilized was stratified random sample of all NAFSA regions. The instrument was altered slightly to include international educators and institutional descriptive statistics. These figures were cross-validated with NAFSA (where available) demographic statistics to make sure the sample is an accurate representation of NAFSA members. The study was also piloted in the state of Kentucky and retested for additional validity and reliability. The researcher employed a hierarchical multiple regression statistical procedure to examine the various independent variables and their effect on overall job satisfaction. Variable entrance into the regression analysis was based on the Hulin et al. (1985) Job Satisfaction Model. The results are examined and explained in way to help practitioners understand the areas that are most satisfying and most dissatisfying to international educators.
Identifying the importance of job satisfaction in the life and career of teachers, a study was undertaken to identify the job satisfaction of secondary school teachers. The secondary school teachers are with good job satisfaction. There is no significant influence of age, sex, experience, qualifications, teaching subjects location of the school, and type of management on the status of job satisfaction of teachers. This book will be of much use to the people who wish to know about job satisfaction and its correlates.
This dissertation examined the interrelationship of organizational culture; macro (structural) and micro (psychological) empowerment; and job satisfaction. Specifically, this dissertation: (1) built upon the insights and framework of prior research literature that suggest the relationship of macro (structural) and micro (psychological) empowerment and its effect on job satisfaction (2) expanded existing empowerment models by introducing organizational culture as an influential organizational phenomenon (3) assessed the level of degree how organizational subculture groups perceive organizational culture, macro (structural) and micro (psychological) empowerment; and job satisfaction contextual attributes. The dissertation utilized mixed method research combining both a quantitative and qualitative study with a triangulation of methods. The quantitative study employed a sample of 258 federal government employees and used hierarchical linear modeling techniques, multiple regression, hierarchical regression analysis, and independent T-test of sample means to test for main and mediator effects. The qualitative study employed a sample of 69 federal government employees and used open-ended content analysis to analyze data. Results from the quantitative study revealed that there are strong and positive relationships of organizational culture; macro empowerment, micro empowerment; and job satisfaction. Further, the quantitative study revealed that occupational subculture influences the level of perception of organizational culture; macro and micro empowerment; and job satisfaction. Results from the qualitative study provided rich and robust descriptive results complementing the quantitative study.
The issues of trust and job satisfaction have taken on a greater strategic importance in organizations since the post-Enron scandal. Without trust or the lack of it among organizational members and between management and employees, organizational communication, knowledge management, organizational performance, and involvement may tend to close down. Trust has been identified as a crucial ingredient for organizational effectiveness. A linkage between trust and job satisfaction in private organizations has been established by researchers; however, in the U.S. federal government, the linkage between organizational trust and job satisfaction has not yet been studied. This study, therefore, explores the relationship between organizational trust and job satisfaction in seven selected small, medium, and large U.S. federal agencies. This study indicated that there are no significant differences between males and females, however, significant differences in attitudes between supervisors and nonsupervisors were found regarding what good communications meant and how they interpret the question, "top management truly listens to employees' concerns." Nonsupervisors tend to disagree more frequently than supervisors. The study also found that there are significant association between gender, age group, job location, position, and occupation and agency. The differences in attitudes between supervisors and nonsupervisors about what would make communications seem good and what would contribute to the belief that top management listens to employees' concerns lead to the conclusion that there is a disconnection among organizational members and among management and employees. This disconnection may lead to mistrust, job dissatisfaction and the difficulty in attracting and retention of human talents.
The purpose of this study was to investigate the general job satisfaction, intrinsic job satisfaction, and extrinsic job satisfaction levels of Directors of Classified Personnel in the 97 Merit (Civil Service ) Systems school districts in California that employ approximately 60 percent of classified employees. Also examined was the influence or relationship of job satisfaction to variables such as the Director's gender, age, highest degree (or equivalent) earned, years of Director experience, size of organization (district), responsibility for certificated only or both certificated (teaching) and classified (non-teaching) employees, and current minimum and maximum monthly salary amounts.
Promoting the satisfaction, commitment, mental health and well-being of employees is important not only in itself, but also because evidence shows that those who are positive in these respects respond better to change and are more productive. Measures of Job Satisfaction, Organisational Commitment, Mental Health and Job-related Well-being is a unique source of benchmarking data across four widely used questionnaire methods, that provides up-to-date data drawn from 60,000 respondents in 170 organisations across a wide range of industries and occupations. The data is split by sector and occupational group, with the latter broken down further by age and gender, creating a must-have for those using these scales and seeking to benchmark their progress.
This book, Career Development and Job Satisfaction, not only looks at how employees can develop their careers and create career paths that are meaningful for their lives, it also looks at keeping employees satisfied with their jobs.This book highlights how to work with the millennial generation and being able to motivate them and guide them through their careers. It presents case studies on satisfaction and career planning. The function of human resource management has an important implication on the performance of the whole organization and giving it acute attention can enhance the performance of the business.
This text responds to the growing need for speech-language pathologists in school settings by asking how factors including people, work, pay, opportunities for promotion, and supervision impact the overall job satisfaction of school-based speech-language pathologists. Drawing on data from a quantitative study conducted in schools in the US, the text foregrounds the experiences and perspectives of speech-language pathologists working in the public school sector, and illustrates the critical role of effective and supportive educational leadership and administration in ensuring effective recruitment, retention, and job satisfaction amongst these much needed professionals. The text highlights growing responsibilities of speech-language pathologists in schools and considers recruitment and challenges in the sector can be remedied by greater understanding of how job satisfaction relates to speech-language pathologists’ experiences and perspectives on pay, work, opportunities for promotion, and support from a supervisor. This short text is aimed at researchers, scholars, and administrators in meeting the growing needs of children and students with speech and language difficulties in Early Childhood, Elementary, and Secondary education settings . The text will be particularly valuable for school leaders looking to support speech-language pathologists in their setting.
This book is about the job satisfaction or dissatisfaction of workers generally, and those in higher education in particular. The aim of the book is to explain how to determine the average level of workers’ job satisfaction as a basis for decision and policy making in organisations including the relevant government departments.
Higher education systems have changed all over the world, but not all have changed in the same ways. Although system growth and so-called massification have been worldwide themes, there have been system-specific changes as well. It is these changes that have an important impact on academic work and on the opinions of the staff that work in higher education. The academic profession has a key role to play in producing the next generations of knowledge workers, and this task will be more readily achieved by a contented academic workforce working within well-resourced teaching and research institutions. This volume tells the story of academics’ opinions about the changes in their own countries. The Changing Academic Profession (CAP) survey has provided researchers and policy makers with the capacity to compare the academic profession around the world. Built around national analyses of the survey this book examines academics’ opinions on a range of issues to do with their job satisfaction. Following an introduction that considers the job satisfaction literature as it relates to higher education, country-based chapters examine aspects of job satisfaction within each country.