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MYP Coordinators: Differences in Job Satisfaction Levels based on the Number of IB Programmes.

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Title: MYP Coordinators: Differences in Job Satisfaction Levels based on the Number of IB Programmes.
Authors: Barker, Megel R1 embark30@gmail.com
Source: Journal of Research in International Education. Apr2022, Vol. 21 Issue 1, p62-72. 11p.
Subject Terms: *International baccalaureate, *School administrators, *Teenagers, *Secondary education, Job satisfaction testing, Middle school administrators, Two-factor theory (Job satisfaction), Analysis of variance
Abstract: The Middle Years Programme (MYP) is one of four programmes offered by the International Baccalaureate, together with the Diploma Programme, Career-related Programme and Primary Years Programme. This study investigated the difference in job satisfaction levels of MYP Coordinators based on the number of IB programmes delivered in the school. Schools offering the MYP are required to appoint a member of staff to the role of MYP Coordinator. MYP Coordinators differ by age, gender and experience, and work in diverse school environments. The purpose of this study was to explore the job satisfaction of the critical role of MYP Coordinator. Using Herzberg's Two Factor Theory as the theoretical framework, a modified version of the Job Satisfaction Survey was distributed to all registered Coordinators via email. 344 participants responded to eighteen items addressing the central question: What is the difference in job satisfaction levels of active MYP Coordinators based on demographic factors? The independent variables were age, gender, experience as a coordinator, number of IB programmes in school and eAssessment implementation. Using one-way ANOVA tests and t-tests, no statistical difference in job satisfaction was found for age, gender, experience as a Coordinator or the implementation of eAssessments. There was a difference in job satisfaction levels for MYP Coordinators working in 3-programme (MYP plus Diploma Programme and Primary Years Programme) schools compared with those in MYP-only schools, with the former recording higher job satisfaction levels. This finding demonstrates the need for whole-school alignment in the promotion of an atmosphere that is conducive to effective MYP coordination. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in International Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: MYP Coordinators: Differences in Job Satisfaction Levels based on the Number of IB Programmes.
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  Data: <searchLink fieldCode="AR" term="%22Barker%2C+Megel+R%22">Barker, Megel R</searchLink><relatesTo>1</relatesTo><i> embark30@gmail.com</i>
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  Data: *<searchLink fieldCode="DE" term="%22International+baccalaureate%22">International baccalaureate</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Job+satisfaction+testing%22">Job satisfaction testing</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+administrators%22">Middle school administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Two-factor+theory+%28Job+satisfaction%29%22">Two-factor theory (Job satisfaction)</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink>
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  Data: The Middle Years Programme (MYP) is one of four programmes offered by the International Baccalaureate, together with the Diploma Programme, Career-related Programme and Primary Years Programme. This study investigated the difference in job satisfaction levels of MYP Coordinators based on the number of IB programmes delivered in the school. Schools offering the MYP are required to appoint a member of staff to the role of MYP Coordinator. MYP Coordinators differ by age, gender and experience, and work in diverse school environments. The purpose of this study was to explore the job satisfaction of the critical role of MYP Coordinator. Using Herzberg's Two Factor Theory as the theoretical framework, a modified version of the Job Satisfaction Survey was distributed to all registered Coordinators via email. 344 participants responded to eighteen items addressing the central question: What is the difference in job satisfaction levels of active MYP Coordinators based on demographic factors? The independent variables were age, gender, experience as a coordinator, number of IB programmes in school and eAssessment implementation. Using one-way ANOVA tests and t-tests, no statistical difference in job satisfaction was found for age, gender, experience as a Coordinator or the implementation of eAssessments. There was a difference in job satisfaction levels for MYP Coordinators working in 3-programme (MYP plus Diploma Programme and Primary Years Programme) schools compared with those in MYP-only schools, with the former recording higher job satisfaction levels. This finding demonstrates the need for whole-school alignment in the promotion of an atmosphere that is conducive to effective MYP coordination. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research in International Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Teenagers
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              Text: Apr2022
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