Moving into the third, outer domain of teacher satisfaction

Journal of Educational Administration - Tập 38 Số 4 - Trang 379-396 - 2000
Steve Dinham1, Catherine Scott1
1University of Western Sydney, Australia

Tóm tắt

Models of teacher satisfaction post‐Herzberg have generally presented two mutually exclusive domains of teacher satisfaction/dissatisfaction. However, use of a survey with 2,000 teachers and school executive in England, New Zealand and Australia has provided evidence for a third domain of teacher satisfaction/dissatisfaction grounded in the wider environment surrounding the school, a domain which has grown in importance and influence and which teachers and school executive find uniformly dissatisfying. This outer domain has acted to erode overall teacher satisfaction in contravention of the general principles of “two‐factor” theories of job satisfaction. It is argued that teachers, schools, and others with an interest in education, need to build bridges, forge partnerships and actively participate in educational discourse with members of this outer domain. Further, educational systems and governments need to look within the outer domain of teacher satisfaction for answers to the problems currently facing teachers, schools and society.

Từ khóa


Tài liệu tham khảo

Dinham, S. (1992), “Human perspectives on the resignation of teachers from the New South Wales public school system: towards a model of teacher persistence”, unpublished PhD thesis, University of New England, Armidale, Australia.

Dinham, S. and Scott, C. (1996a), The Teacher 2000 Project: A Study of Teacher Satisfaction, Motivation and Health, University of Western Sydney, Nepean, Sydney.

Dinham, S. and Scott, C. (1996b), “Teacher satisfaction, motivation and health: phase one of the Teacher 2000 Project”, paper presented to the annual meeting of the American Educational Research Association, New York, NY, April.

Dinham, S. and Scott, C. (1997a), “Modelling teacher satisfaction: findings from 892 teaching staff at 71 schools”, paper presented to the American Educational Research Association Annual Meeting, Chicago, IL, March.

Dinham, S. and Scott, C. (1997b), “The advanced skills teacher: an opportunity missed?”, Unicorn, Australian College of Education, November, Vol. 23 No. 3, pp. 36‐49.

Dinham, S. and Scott, C. (1998a), “A three domain model of teacher and school executive satisfaction”, Journal of Educational Administration, Vol. 36 No. 4, pp. 362‐78.

Dinham, S. and Scott, C. (1998b), “Reconceptualising teachers’ work”, paper presented to the Australian College of Education, National Conference, Canberra, September.

Fraser, H., Draper, J. and Taylor, W. (1998), “The quality of teachers’ professional lives: teachers and job satisfaction”, Evaluation and Research in Education, Vol. 12 No. 2, pp. 61‐71.

Goodlad, J. (1984), A Place Called School: Prospects for the Future, McGraw‐Hill, Highstown, NJ.

Hargreaves, A. and Fullan, M. (1998), What’s Worth Fighting For Out There?, Ontario Public School Teachers’ Federation, Mississauga, Ontario.

Herzberg, F., Mausner, B. and Snyderman, B. (1959), The Motivation to Work, John Wiley & Sons, New York, NY.

Holdaway, E. (1978), “Facet and overall satisfaction of teachers”, Educational Administration Quarterly, Vol. 14 No. 1, pp. 30‐47.

Klecker, B. and Loadman, W. (1996), “Exploring the relationship between teacher empowerment and teacher job satisfaction”, paper presented at the Annual Meeting of the Mid‐Western Educational Research Association, Chicago, IL, October.

Logan, L., Dempster, N., Berkeley, G., Chant, D., Howell, M. and Warry, M. (1990), Teachers in Australian Schools: A 1989 Profile, Australian College of Education, Deakin, ACT.

Nias, J. (1981), “Teacher satisfaction and dissatisfaction: Herzberg’s ‘two‐factor’ hypothesis revisited”, British Journal of Sociology of Education, Vol. 2 No. 3, pp. 235‐46.

Novacek, J. and Lazarus, R.S. (1990), “The structure of personal commitments”, Journal of Personality, Vol. 58 No. 4, pp. 693‐715.

Otto, R. (1986), Teachers Under Stress, Hill of Content, Melbourne.

Owens, R. (1998), Organizational Behavior in Education, 6th ed., Allyn and Bacon, Boston, MA.

Pavot, W. and Diener, E. (1993), “Review of the satisfaction with life scale”, Psychological Assessment, Vol. 5, pp. 164‐72.

Qualitative Solutions and Research Pty Ltd (1994), QSR NUDIST, La Trobe University: QSR.

Rhodes, S. (1983), “Age‐related differences in work attitudes and behaviour: a review and conceptual analysis”, Psychological Bulletin, Vol. 93 No. 2, pp. 328‐67.

Senate Employment, Education and Training References Committee (1998), A Class Act: Inquiry Into the Status of the Teaching Profession, Senate Employment, Education and Training References Committee, Canberra.

Sergiovanni, T. (1967), “Factors which affect satisfaction and dissatisfaction of teachers”, The Journal of Educational Administration, Vol. 5 No. 1, pp. 66‐81.

Dinham, S. (1996), “In loco grandparentis?: the challenge of Australia’s ageing teacher population”, International Studies in Educational Administration, Vol. 24 No. 1, pp. 16‐30.

Dinham, S. (1997), “Teaching and teachers’ families”, Australian Educational Researcher, AARE, August, Vol. 24 No. 2, pp. 59‐88.