NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ718115
Record Type: Journal
Publication Date: 2005
Pages: 16
Abstractor: Author
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0196-5042
The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism
Pearson, L. Carolyn; Moomaw, William
Educational Research Quarterly, v29 n1 p38-54 2005
The purpose of this study was to examine the relationship between teacher autonomy and on-the-job stress, work satisfaction, empowerment, and professionalism. Using a reliable and valid measure of curriculum autonomy and general teaching autonomy (TAS), it was found that as curriculum autonomy increased on-the-job stress decreased, but there was little association between curriculum autonomy and job satisfaction. It was also demonstrated that as general teacher autonomy increased so did empowerment and professionalism. Also, as job satisfaction, perceived empowerment, and professionalism increased, on-the-job stress decreased, and greater job satisfaction was associated with a high degree of professionalism and empowerment. The results of this study also indicate that autonomy does not differ across teaching level (elementary, middle, high school).
Behavioral Research Press, LLC, Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
IES Cited: ED561873