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Teachers' Perspective of Professiona...

Dubois, Christopher G.,

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Teachers' Perspective of Professional Fulfillment as a Function of Job Conditions and Personal Motivation /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perspective of Professional Fulfillment as a Function of Job Conditions and Personal Motivation // Christopher G Dubois.
Author:	Dubois, Christopher G.,
Description:	1 electronic resource (90 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 77-06, Section: A.
Contained By:	Dissertations Abstracts International77-06A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3737389
ISBN:	9781339266848

Teachers' Perspective of Professional Fulfillment as a Function of Job Conditions and Personal Motivation /
Dubois, Christopher G.,

Teachers' Perspective of Professional Fulfillment as a Function of Job Conditions and Personal Motivation /Christopher G Dubois. - 1 electronic resource (90 pages)

Source: Dissertations Abstracts International, Volume: 77-06, Section: A.

The purpose of the study was to determine if professional fulfillment is a function of a combination of job conditions and personal motivation, and if so, describe the nature of that relationship. Survey data was collected from beginning teachers (n = 680) representing 60 schools. Latent variables of internal motivation, external motivation, teaching conditions, support, compensation, and collegiality were identified through factor analysis and used in standard entry linear regression to predict teacher fulfillment. The analysis revealed a moderate but significant relationship, ( R = .223, p < .001) between the combination of latent factors related to Job Conditions and Motivation and Fulfillment. The three most important predictors of Fulfillment were internal motivation, collegiality, and professional support. Recommendations for practice included emphasizing campus-based screening and hiring processes including interaction with prospective colleagues, emphasizing the importance of teacher roles, and ensuring supports for collegiality and professional development. Recommendations for further study included extending the theory to experienced subjects, differentiating analysis across school types and characteristics, and extending the theory to outcomes of fulfillment such as teacher quality or teacher retention.

English

ISBN: 9781339266848Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Teacher fulfillment

Teachers' Perspective of Professional Fulfillment as a Function of Job Conditions and Personal Motivation /
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100 1 $a Dubois, Christopher G., $e author. $3 3759286
245 1 0 $a Teachers' Perspective of Professional Fulfillment as a Function of Job Conditions and Personal Motivation / $c Christopher G Dubois.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 1 electronic resource (90 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Dissertations Abstracts International, Volume: 77-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Beach, Don M. Committee members: Johnson, Dale; Littleton, Duard M.
502 $b D.Ed. $c Tarleton State University $d 2015.
520 $a The purpose of the study was to determine if professional fulfillment is a function of a combination of job conditions and personal motivation, and if so, describe the nature of that relationship. Survey data was collected from beginning teachers (n = 680) representing 60 schools. Latent variables of internal motivation, external motivation, teaching conditions, support, compensation, and collegiality were identified through factor analysis and used in standard entry linear regression to predict teacher fulfillment. The analysis revealed a moderate but significant relationship, ( R = .223, p < .001) between the combination of latent factors related to Job Conditions and Motivation and Fulfillment. The three most important predictors of Fulfillment were internal motivation, collegiality, and professional support. Recommendations for practice included emphasizing campus-based screening and hiring processes including interaction with prospective colleagues, emphasizing the importance of teacher roles, and ensuring supports for collegiality and professional development. Recommendations for further study included extending the theory to experienced subjects, differentiating analysis across school types and characteristics, and extending the theory to outcomes of fulfillment such as teacher quality or teacher retention.
546 $a English
590 $a School code: 1081
650 4 $a Educational leadership. $3 529436
650 4 $a School administration. $3 3172164
650 4 $a Educational administration. $3 2122799
653 $a Teacher fulfillment
653 $a Teacher motivation
653 $a Teacher satisfaction
690 $a 0449
690 $a 0514
710 2 $a Tarleton State University. $b Educational Leadership and Policy Studies. $e degree granting institution. $3 3759287
720 1 $a Beach, Don M. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 77-06A.
790 $a 1081
791 $a D.Ed.
792 $a 2015
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3737389