ERIC Number: EJ1249400
Record Type: Journal
Publication Date: 2020-Apr
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-1926
EISSN: N/A
Modelling the Relationships between Teacher Working Conditions, Job Satisfaction and Workplace Mobility
British Educational Research Journal, v46 n2 p301-320 Apr 2020
Teacher shortages are a recurring problem in publicly funded schools, in part because of poor retention. Working conditions in schools are an important predictor of teacher job satisfaction and retention, yet research has so far made limited headway in identifying the specific aspects of the working environment which matter. This research uses representative data on state secondary school teachers in England in 2013 to derive an unusually rich set of working conditions variables. Regression analysis is used to model the relationships between working conditions, teacher job satisfaction and turnover intentions. The results show strong associations with the nature of school leadership, whether teachers have received training in the specific subjects they are assigned to teach and scope for career progression within the school. These results are robust to checks for common source bias. The study identifies ways in which schools can improve retention.
Descriptors: Teaching Conditions, Correlation, Job Satisfaction, Faculty Mobility, Foreign Countries, Public Schools, Secondary School Teachers, Teacher Persistence, Intention, School Administration, Teacher Education, Career Development
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A