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Veteran Teachers' Job Satisfaction as a Function of Personal Demands and Resources in the Relationships with Their Students

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Title: Veteran Teachers' Job Satisfaction as a Function of Personal Demands and Resources in the Relationships with Their Students
Language: English
Authors: Veldman, Ietje, Admiraal, Wilfri, van Tartwijk, Jan, Mainhard, Tim, Wubbels, Theo
Source: Teachers and Teaching: Theory and Practice. 2016 22(8):913-926.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Experienced Teachers, Secondary School Teachers, Job Satisfaction, Teacher Student Relationship, Interviews, Questionnaires, Likert Scales, Self Concept Measures, Self Efficacy, Aspiration, Case Studies
Geographic Terms: Netherlands
Assessment and Survey Identifiers: Questionnaire on Teacher Interaction
DOI: 10.1080/13540602.2016.1200546
ISSN: 1354-0602
Abstract: Many teachers experience their profession as stressful, which can have a negative impact on their job satisfaction, and may result in burnout, absenteeism, and leaving the profession. The relationship with students can have both positive and negative implications for the job satisfaction of teachers, both early and later in their careers. The current study focused on the relationship between veteran teachers' job satisfaction and their aspirations in teacher-student relationships. Data were gathered among 12 Dutch veteran secondary school teachers, including interviews, the Questionnaire on Teacher Interaction, and the Questionnaire on Teachers' Self-Efficacy. Veteran teachers' job satisfaction appeared to be positively related to the extent to which their aspirations in teacher-student relationships had been realized. Teachers who had failed to realize their aspirations in teacher-student relationships showed relatively low job satisfaction, or avoided feelings of low job satisfaction by reducing the number of tasks that were directly related to teaching students. An implication for coaching veteran teachers is the need to pay more attention to the teacher-student relationship so that they can adhere to the way they would like to teach students.
Abstractor: As Provided
Number of References: 38
Entry Date: 2016
Accession Number: EJ1111247
Database: ERIC
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  Data: Veteran Teachers' Job Satisfaction as a Function of Personal Demands and Resources in the Relationships with Their Students
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  Data: <searchLink fieldCode="SO" term="%22Teachers+and+Teaching%3A+Theory+and+Practice%22"><i>Teachers and Teaching: Theory and Practice</i></searchLink>. 2016 22(8):913-926.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Many teachers experience their profession as stressful, which can have a negative impact on their job satisfaction, and may result in burnout, absenteeism, and leaving the profession. The relationship with students can have both positive and negative implications for the job satisfaction of teachers, both early and later in their careers. The current study focused on the relationship between veteran teachers' job satisfaction and their aspirations in teacher-student relationships. Data were gathered among 12 Dutch veteran secondary school teachers, including interviews, the Questionnaire on Teacher Interaction, and the Questionnaire on Teachers' Self-Efficacy. Veteran teachers' job satisfaction appeared to be positively related to the extent to which their aspirations in teacher-student relationships had been realized. Teachers who had failed to realize their aspirations in teacher-student relationships showed relatively low job satisfaction, or avoided feelings of low job satisfaction by reducing the number of tasks that were directly related to teaching students. An implication for coaching veteran teachers is the need to pay more attention to the teacher-student relationship so that they can adhere to the way they would like to teach students.
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