A causal, dispositional model of common personal characteristics associated with teacher job satisfaction.

다국어 초록 (Multilingual Abstract)

This study's primary purpose was to test a model of the influences of teacher core self-evaluations, perceived teacher competencies, perceived school effectiveness, professional relations upon teacher job satisfaction. Based upon factor-derived scales generated from several previous studies, the current work sought to determine the scales' predictive value in the effect of teacher personal characteristics on job satisfaction.
A statistical analysis of the combined results was presented. Following a previous path analysis model designed to study job and life satisfaction, the current dispositional model revealed significant modifying indirect links between teacher core self-evaluations and teacher satisfaction. A markedly homogeneous group of schools produced three broad core self-evaluations factor scales. The scales Collaborative/Supportive and Conscientious/Responsible had a noticeable inter-relationship and linked significantly to supervisory and fellow teacher relationships. Meanwhile, Efficacious/Confident had a very strong relationship with Conscientious/Responsible and Collaborative/Supportive and significantly influenced the Teaching Competency scales. The scales Relationship with the Supervisor and Perceived School Effectiveness directly influenced Job Satisfaction, with School Effectiveness demonstrating the strongest ties. This reinforces the need for strong school leadership and for the careful design of ongoing, specific professional in-service.
The development of the measurement instrument and the findings of this study will be helpful towards the recruitment, induction, specially-designed professional support, and retention of new and experienced teachers.