Σχέσεις μεταξύ του σχολικού κλίματος και της επαγγελματικής ικανοποίησης των δασκάλων
Abstract
In the field of organizational behavior job satisfaction seems to be one of the most important job-related attitudes. The perceptions of employees about the conditions prevailing in their working environment, play a central role in shaping employees' job satisfaction. The climate in the workplace is considered to be one of the characteristics of the work environment associated with the job satisfaction of employees. Indeed, it has been argued that the climate is an expression of how employees describe their working environment while job satisfaction is an expression of the way in which employees assess their working environment.
The aim of the present study was to investigate the relationships between teachers' job satisfaction and school climate. Another aim of this research was to investigate the influence of teachers’ gender and professional experience in job satisfaction and school climate. The sample consisted of 209 primary school teachers. The Job Satisfaction Index was used to assess teachers' job satisfaction. The Revised School Level Environment Questionnaire was used to assess teachers' perceptions about school climate. The professional experience of teachers was measured based on their years of service.
Results showed a significant relationship between teachers' job satisfaction and the school climate. The differences between men and women are not significant in teachers' job satisfaction and most of the school climate dimensions. Finally, professional experience influences teachers' job satisfaction and most of the school climate variables. The results of this study indicate that the psychosocial characteristics of workplace are associated with job satisfaction of employees. It also appeared that a positive school climate enhances teachers’ job satisfaction while a negative school climate reduces teachers' job satisfaction. Additionally, the results of this research argue that teachers’ job satisfaction and school climate are related to their professional experience. Thus, school leaders should endeavor to create a positive climate in their school, so that teachers feel increased satisfaction from their profession. This need seems to be stronger for younger teachers.
The aim of the present study was to investigate the relationships between teachers' job satisfaction and school climate. Another aim of this research was to investigate the influence of teachers’ gender and professional experience in job satisfaction and school climate. The sample consisted of 209 primary school teachers. The Job Satisfaction Index was used to assess teachers' job satisfaction. The Revised School Level Environment Questionnaire was used to assess teachers' perceptions about school climate. The professional experience of teachers was measured based on their years of service.
Results showed a significant relationship between teachers' job satisfaction and the school climate. The differences between men and women are not significant in teachers' job satisfaction and most of the school climate dimensions. Finally, professional experience influences teachers' job satisfaction and most of the school climate variables. The results of this study indicate that the psychosocial characteristics of workplace are associated with job satisfaction of employees. It also appeared that a positive school climate enhances teachers’ job satisfaction while a negative school climate reduces teachers' job satisfaction. Additionally, the results of this research argue that teachers’ job satisfaction and school climate are related to their professional experience. Thus, school leaders should endeavor to create a positive climate in their school, so that teachers feel increased satisfaction from their profession. This need seems to be stronger for younger teachers.
Article Details
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Sotiriou, A., & Iordanidis, G. (2014). Σχέσεις μεταξύ του σχολικού κλίματος και της επαγγελματικής ικανοποίησης των δασκάλων. Preschool and Primary Education, 3(1), 80–100. https://doi.org/10.12681/ppej.116
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References
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Baltes, B. B., Bauer, C. C., Bajdo, L. M., & Parker, C. P. (2002). The use of multitrait–multimethod data for detecting nonlinear relationships: The case of psychological climate and job satisfaction. Journal of Business and Psychology, 17, 3-17.
Basak, R., & Ghosh, A. (2011). School environment and locus of control in relation to job satisfaction among school teachers–a study from Indian perspective. Procedia-Social and Behavioral Sciences, 29, 1199-1208.
Bogler, R., & Nir, A. E. (2012). The importance of teachers' perceived organizational support to job satisfaction: What's empowerment got to do with it? Journal of Educational Administration, 50, 287-306.
Brayfield, A. H., & Rothe, H. F. (1951). An index of job satisfaction. Journal of applied psychology, 35, 307-311.
Burns, R. A., & Machin, M. A. (2013). Employee and workplace well-being: A multi-level analysis of teacher personality and organizational climate in Norwegian teachers from rural, urban and city schools. Scandinavian Journal of Educational Research, 57, 309-324.
Clark, A. E. (1997). Job satisfaction and gender: Why are women so happy at work? Labour economics, 4, 341-372.
Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. The Teachers College Record, 111, 180-213.
Collie, R. J. (2010). Social and emotional learning and school climate: Predictors of teacher stress, job satisfaction, and sense of efficacy. (Unpublished Doctoral dissertation), University of British Columbia. Ανακτήθηκε Νοέμβριος 2014 από https://circle.ubc.ca/bitstream/id/84633/ubc_2010_fall_collie_rebecca.pdf
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104, 1189-1204.
Culver, S. M., Wolfle, L. M., & Cross, L. H. (1990). Testing a model of teacher satisfaction for blacks and whites. American Educational Research Journal, 27, 323-349.
De Nobile, J.J., & McCormick, J. (2008). Job satisfaction of Catholic Primary School staff: A study of biographical differences. International Journal of Educational Management, 22, 135-150.
Dinham, S., & Scott, C. (1998). A three domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36, 362-378.
Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38, 379-396.
Evans, L. (1997). Addressing problems of conceptualization and construct validity in researching teachers’ job satisfaction. Educational Research, 39, 319-331.
Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching and Learning, 8, 27-42.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24, 1349-1363.
Griva, E., Panitsidou, E., & Chostelidou, D. (2012). Identifying factors of job motivation and satisfaction of foreign language teachers: Research project design. Procedia-Social and Behavioral Sciences, 46, 543-547.
Harvey, S. T., Bimler, D., Evans, I. M., Kirkland, J., & Pechtel, P. (2012). Mapping the classroom emotional environment. Teaching and Teacher Education, 28, 628-640.
Ho, C. L., & Au, W. T. (2006). Teaching satisfaction scale measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172-185.
Hoy, W. K., & Clover, S. I. R. (1986). Elementary school climate: a revision of the OCDQ. Educational Administration Quarterly, 22, 93-110.
Huang, S. (2000, April). Investigating high school teachers' perceptions of school environment. Paper presented at the Annual Meeting of the American Educational Research Association. L.A., New Orleans. Ανακτήθηκε Νοέμβριος 2014 από: http://files.eric.ed.gov/fulltext/ED440951.pdf.
Huang, S., & Fraser, B. (2009). Science teachers' perceptions of the school environment: Gender differences. Journal of Research in Science Teaching, 46, 404-420.
Huang, S. Y. L., & Waxman, H. C. (2009). The association of school environment to student teachers' satisfaction and teaching commitment. Teaching and Teacher Education, 25, 235-243.
Huang, T. C., & Hsiao, W. J. (2007). The causal relationship between job satisfaction and organizational commitment. Social Behavior and Personality: An International Journal, 35, 1265-1276.
Johnson, B., Stevens, J.J., & Zvoch, K. (2007). Teachers' perceptions of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and psychological measurement, 67, 833-844.
Jones, A. P., & James, L. R. (1979). Psychological climate: Dimensions and relationships of individual and aggregated work environment perceptions. Organizational behavior and human performance, 23, 201-250.
Καβούρη, Π. (1998). Το σχολικό κλίμα στην Πρωτοβάθμια Εκπαίδευση: Ένας σημαντικός παράγοντας της αξιολόγησης και αποτελεσματικότητας της σχολικής μονάδας. Παιδαγωγική Επιθεώρηση, 27, 181-202.
Kafetsios, K., & Zampetakis, L. A. (2008). Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work. Personality and Individual Differences, 44, 712-722.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756.
Κουστέλιος, Α., & Κουστέλιου, Ι. (2001). Επαγγελματική ικανοποίηση και επαγγελματική εξουθένωση στην εκπαίδευση. Ψυχολογία, 8, 30-39.
Koustelios, A. D. (2001) Personal characteristics and job satisfaction of Greek teachers. International Journal of Educational Management, 15, 354–8.
Lam, B. H., & Yan, H. F. (2011). Beginning teachers’ job satisfaction: The impact of school-based factors. Teacher Development, 15, 333-348.
Lent, R. W., Nota, L., Soresi, S., Ginevra, M. C., Duffy, R. D., & Brown, S. D. (2011). Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model. Journal of Vocational Behavior, 79, 91-97.
Liu, X. S. (2012). The influences of school climate and teacher compensation on teachers’ turnover intention in China. Educational Psychology, 32, 553-569.
Locke, E. A. (1969). What is job satisfaction? Organizational Behavior and Human Performance, 4, 309–336.
Μακρή-Μπότσαρη, Ε., & Ματσαγγούρας, Η. (2002). Δομή της επαγγελματικής αυτοαντίληψης και της επαγγελματικής ικανοποίησης εκπαιδευτικών Α/θμιας Εκπαίδευσης. Στο Ν. Ζούκης & Θ. Μητάκος (Επιμ.), Πρακτικά 3ου Πανελλήνιου Συνεδρίου της Παιδαγωγικής Εταιρείας Ελλάδος, Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα (σσ. 157-172). Αθήνα: ΠΕΕ. Ανακτήθηκε Νοέμβριος 2014 από: http://www.pee.gr/wp-content/uploads/praktika_synedrion_files/e_athena/sin_ath.htm
Marachi, R., Astor, R. A., & Benbenishty, R. (2007). Effects of teacher avoidance of school policies on student victimization. School Psychology International, 28, 501-518.
Menon, M. E., & Athanasoula-Reppa, A. (2011). Job satisfaction among secondary school teachers: The role of gender and experience. School Leadership & Management, 31, 435-450.
Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80, 271-279.
Moore, C. M. (2012). The role of school environment in teacher dissatisfaction among US public school teachers. SAGE Open, 2, 1-16.
Moos, R. H. (1979). Evaluating educational environments. San Francisco, CA: Jossey-Bass.
Parker, C. P., Baltes, B.B., Young, S. A., Huff, J. W., Altmann, R. A., Lacost, H. A., & Roberts, J. E. (2003). Relationships between psychological climate perceptions and work outcomes: A meta-analytic review. Journal of Organizational Behavior, 24, 389-416.
Πασιαρδή, Γ. (2001). Tο σχολικό κλίμα: Θεωρητική και εμπειρική διερεύνηση των βασικών παραμέτρων του. Aθήνα: Tυπωθήτω.
Payne, R. L., Fineman, S., & Wall, T. D. (1976). Organizational climate and job satisfaction: A conceptual synthesis. Organizational Behavior and Human Performance, 16, 45-62.
Perie, M., & Baker, D. P. (1997). Job satisfaction among America's teachers: Effects of workplace conditions, background, characteristics, and teacher compensation. Statistical Analysis Report. Washington, DC: National Center for Education Statistics. Ανακτήθηκε Νοέμβριος 2014 από http://nces.ed.gov/pubs97/97471.pdf.
Rentoul, A. J., & Fraser, B. J. (1983). Development of a school-level environment questionnaire. Journal of Educational Administration, 21, 21–39.
Robbins, S. P., & Judge, T. A. (2011). Οργανωσιακή συμπεριφορά (Μτφρ.: Α. Πλατάκη). Αθήνα: Κριτική.
Rowe, E. W., Sangwon, K., Baker, J. A., Kamphaus, R. W., & Horne, A. M. (2010). Student personal perception of classroom climate: Exploratory and confirmatory factor analyses. Educational and Psychological Measurement 70, 858-879.
Σακελλαρόγλου, Σ. (2013). Η επίδραση της συναισθηματικής νοημοσύνης των διευθυντών πρωτοβάθμιας εκπαίδευσης στο σχολικό κλίμα και την επαγγελματική ικανοποίηση των εκπαιδευτικών. (Αδημοσίευτη Μεταπτυχιακή Διπλωματική Εργασία). Χαροκόπειο Πανεπιστήμιο, Αθήνα. Ανακτήθηκε Νοέμβριος 2014 από: http://estia.hua.gr:8080/dspace/handle/123456789/2112.
Schulz, J. (2013). The impact of role conflict, role ambiguity and organizational climate on the job satisfaction of academic staff in research-intensive universities in the UK. Higher Education Research & Development, 32, 464-478.
Schyns, B., Veldhoven, M., & Wood, S. (2009). Organizational climate, relative psychological climate and job satisfaction. Leadership & Organizational Development Journal, 30, 649-663.
Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of efficacy. Journal of Experimental Education, 63, 217–231.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357-385.
Voris, B. C. (2011). Teacher efficacy, job satisfaction, and alternative certification in early career special education teachers (Unpublished Doctoral Dissertation). University of Kentucky. Retrieved November 2014 from http://159.http://uknowledge.uky.edu/gradschool_diss/159.
Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12, 173–194.
Baltes, B. B., Bauer, C. C., Bajdo, L. M., & Parker, C. P. (2002). The use of multitrait–multimethod data for detecting nonlinear relationships: The case of psychological climate and job satisfaction. Journal of Business and Psychology, 17, 3-17.
Basak, R., & Ghosh, A. (2011). School environment and locus of control in relation to job satisfaction among school teachers–a study from Indian perspective. Procedia-Social and Behavioral Sciences, 29, 1199-1208.
Bogler, R., & Nir, A. E. (2012). The importance of teachers' perceived organizational support to job satisfaction: What's empowerment got to do with it? Journal of Educational Administration, 50, 287-306.
Brayfield, A. H., & Rothe, H. F. (1951). An index of job satisfaction. Journal of applied psychology, 35, 307-311.
Burns, R. A., & Machin, M. A. (2013). Employee and workplace well-being: A multi-level analysis of teacher personality and organizational climate in Norwegian teachers from rural, urban and city schools. Scandinavian Journal of Educational Research, 57, 309-324.
Clark, A. E. (1997). Job satisfaction and gender: Why are women so happy at work? Labour economics, 4, 341-372.
Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. The Teachers College Record, 111, 180-213.
Collie, R. J. (2010). Social and emotional learning and school climate: Predictors of teacher stress, job satisfaction, and sense of efficacy. (Unpublished Doctoral dissertation), University of British Columbia. Ανακτήθηκε Νοέμβριος 2014 από https://circle.ubc.ca/bitstream/id/84633/ubc_2010_fall_collie_rebecca.pdf
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104, 1189-1204.
Culver, S. M., Wolfle, L. M., & Cross, L. H. (1990). Testing a model of teacher satisfaction for blacks and whites. American Educational Research Journal, 27, 323-349.
De Nobile, J.J., & McCormick, J. (2008). Job satisfaction of Catholic Primary School staff: A study of biographical differences. International Journal of Educational Management, 22, 135-150.
Dinham, S., & Scott, C. (1998). A three domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36, 362-378.
Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38, 379-396.
Evans, L. (1997). Addressing problems of conceptualization and construct validity in researching teachers’ job satisfaction. Educational Research, 39, 319-331.
Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching and Learning, 8, 27-42.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24, 1349-1363.
Griva, E., Panitsidou, E., & Chostelidou, D. (2012). Identifying factors of job motivation and satisfaction of foreign language teachers: Research project design. Procedia-Social and Behavioral Sciences, 46, 543-547.
Harvey, S. T., Bimler, D., Evans, I. M., Kirkland, J., & Pechtel, P. (2012). Mapping the classroom emotional environment. Teaching and Teacher Education, 28, 628-640.
Ho, C. L., & Au, W. T. (2006). Teaching satisfaction scale measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172-185.
Hoy, W. K., & Clover, S. I. R. (1986). Elementary school climate: a revision of the OCDQ. Educational Administration Quarterly, 22, 93-110.
Huang, S. (2000, April). Investigating high school teachers' perceptions of school environment. Paper presented at the Annual Meeting of the American Educational Research Association. L.A., New Orleans. Ανακτήθηκε Νοέμβριος 2014 από: http://files.eric.ed.gov/fulltext/ED440951.pdf.
Huang, S., & Fraser, B. (2009). Science teachers' perceptions of the school environment: Gender differences. Journal of Research in Science Teaching, 46, 404-420.
Huang, S. Y. L., & Waxman, H. C. (2009). The association of school environment to student teachers' satisfaction and teaching commitment. Teaching and Teacher Education, 25, 235-243.
Huang, T. C., & Hsiao, W. J. (2007). The causal relationship between job satisfaction and organizational commitment. Social Behavior and Personality: An International Journal, 35, 1265-1276.
Johnson, B., Stevens, J.J., & Zvoch, K. (2007). Teachers' perceptions of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and psychological measurement, 67, 833-844.
Jones, A. P., & James, L. R. (1979). Psychological climate: Dimensions and relationships of individual and aggregated work environment perceptions. Organizational behavior and human performance, 23, 201-250.
Καβούρη, Π. (1998). Το σχολικό κλίμα στην Πρωτοβάθμια Εκπαίδευση: Ένας σημαντικός παράγοντας της αξιολόγησης και αποτελεσματικότητας της σχολικής μονάδας. Παιδαγωγική Επιθεώρηση, 27, 181-202.
Kafetsios, K., & Zampetakis, L. A. (2008). Emotional intelligence and job satisfaction: Testing the mediatory role of positive and negative affect at work. Personality and Individual Differences, 44, 712-722.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756.
Κουστέλιος, Α., & Κουστέλιου, Ι. (2001). Επαγγελματική ικανοποίηση και επαγγελματική εξουθένωση στην εκπαίδευση. Ψυχολογία, 8, 30-39.
Koustelios, A. D. (2001) Personal characteristics and job satisfaction of Greek teachers. International Journal of Educational Management, 15, 354–8.
Lam, B. H., & Yan, H. F. (2011). Beginning teachers’ job satisfaction: The impact of school-based factors. Teacher Development, 15, 333-348.
Lent, R. W., Nota, L., Soresi, S., Ginevra, M. C., Duffy, R. D., & Brown, S. D. (2011). Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model. Journal of Vocational Behavior, 79, 91-97.
Liu, X. S. (2012). The influences of school climate and teacher compensation on teachers’ turnover intention in China. Educational Psychology, 32, 553-569.
Locke, E. A. (1969). What is job satisfaction? Organizational Behavior and Human Performance, 4, 309–336.
Μακρή-Μπότσαρη, Ε., & Ματσαγγούρας, Η. (2002). Δομή της επαγγελματικής αυτοαντίληψης και της επαγγελματικής ικανοποίησης εκπαιδευτικών Α/θμιας Εκπαίδευσης. Στο Ν. Ζούκης & Θ. Μητάκος (Επιμ.), Πρακτικά 3ου Πανελλήνιου Συνεδρίου της Παιδαγωγικής Εταιρείας Ελλάδος, Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα (σσ. 157-172). Αθήνα: ΠΕΕ. Ανακτήθηκε Νοέμβριος 2014 από: http://www.pee.gr/wp-content/uploads/praktika_synedrion_files/e_athena/sin_ath.htm
Marachi, R., Astor, R. A., & Benbenishty, R. (2007). Effects of teacher avoidance of school policies on student victimization. School Psychology International, 28, 501-518.
Menon, M. E., & Athanasoula-Reppa, A. (2011). Job satisfaction among secondary school teachers: The role of gender and experience. School Leadership & Management, 31, 435-450.
Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80, 271-279.
Moore, C. M. (2012). The role of school environment in teacher dissatisfaction among US public school teachers. SAGE Open, 2, 1-16.
Moos, R. H. (1979). Evaluating educational environments. San Francisco, CA: Jossey-Bass.
Parker, C. P., Baltes, B.B., Young, S. A., Huff, J. W., Altmann, R. A., Lacost, H. A., & Roberts, J. E. (2003). Relationships between psychological climate perceptions and work outcomes: A meta-analytic review. Journal of Organizational Behavior, 24, 389-416.
Πασιαρδή, Γ. (2001). Tο σχολικό κλίμα: Θεωρητική και εμπειρική διερεύνηση των βασικών παραμέτρων του. Aθήνα: Tυπωθήτω.
Payne, R. L., Fineman, S., & Wall, T. D. (1976). Organizational climate and job satisfaction: A conceptual synthesis. Organizational Behavior and Human Performance, 16, 45-62.
Perie, M., & Baker, D. P. (1997). Job satisfaction among America's teachers: Effects of workplace conditions, background, characteristics, and teacher compensation. Statistical Analysis Report. Washington, DC: National Center for Education Statistics. Ανακτήθηκε Νοέμβριος 2014 από http://nces.ed.gov/pubs97/97471.pdf.
Rentoul, A. J., & Fraser, B. J. (1983). Development of a school-level environment questionnaire. Journal of Educational Administration, 21, 21–39.
Robbins, S. P., & Judge, T. A. (2011). Οργανωσιακή συμπεριφορά (Μτφρ.: Α. Πλατάκη). Αθήνα: Κριτική.
Rowe, E. W., Sangwon, K., Baker, J. A., Kamphaus, R. W., & Horne, A. M. (2010). Student personal perception of classroom climate: Exploratory and confirmatory factor analyses. Educational and Psychological Measurement 70, 858-879.
Σακελλαρόγλου, Σ. (2013). Η επίδραση της συναισθηματικής νοημοσύνης των διευθυντών πρωτοβάθμιας εκπαίδευσης στο σχολικό κλίμα και την επαγγελματική ικανοποίηση των εκπαιδευτικών. (Αδημοσίευτη Μεταπτυχιακή Διπλωματική Εργασία). Χαροκόπειο Πανεπιστήμιο, Αθήνα. Ανακτήθηκε Νοέμβριος 2014 από: http://estia.hua.gr:8080/dspace/handle/123456789/2112.
Schulz, J. (2013). The impact of role conflict, role ambiguity and organizational climate on the job satisfaction of academic staff in research-intensive universities in the UK. Higher Education Research & Development, 32, 464-478.
Schyns, B., Veldhoven, M., & Wood, S. (2009). Organizational climate, relative psychological climate and job satisfaction. Leadership & Organizational Development Journal, 30, 649-663.
Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of efficacy. Journal of Experimental Education, 63, 217–231.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357-385.
Voris, B. C. (2011). Teacher efficacy, job satisfaction, and alternative certification in early career special education teachers (Unpublished Doctoral Dissertation). University of Kentucky. Retrieved November 2014 from http://159.http://uknowledge.uky.edu/gradschool_diss/159.
Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12, 173–194.
