Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/42784

Title

The development of scales to measure teacher and school executive occupational satisfaction

Author(s)

Scott, Catherine;  Dinham, Stephen

Abstract

Interest in teacher 'stress' and its relationship to teacher well-being has a long and distinguished history. However, there has been criticism of this research endeavour for its conceptual narrowness and lack of psychometric rigour. An international project investigating teacher and school executive career satisfaction, motivation and mental health is initiated. This project sought to develop a model of teachers' occupational well-being that was wider than a focus on 'stress', and, as noted, included occupational motivation and satisfaction. This paper reports on a sub-aspect of that research, the development of scales to measure teacher and school executive satisfaction with the work of teaching and its context carried out in Australia, England, New Zealand and the USA. Separate teams recruited participants in each of the four countries, giving a final sample of 3,000 teachers and school executive. Exploratory and confirmatory factor analyses of the Australian data resulted in a ten factor model, which was validated on the English and New Zealand data. Analyses of the US data resulted in a 16 factor model. As well as revealing relative satisfaction with various facets of the teaching role, these scales also prove useful in explaining how teachers and school executive view the construction of their respective educational and social contexts.

Publication type

Journal article

Source

Journal of Educational Administration, Vol. 41, no. 1 (2003), pp. 74-86

Publication year

2003

Keyword(s)

Australia;  Development;  Education;  New Zealand;  Schools;  Stress;  Teachers;  Wellbeing

Publisher

MCB UP

ISSN

0957-8234

Publisher URL

http://dx.doi.org/10.1108/09578230310457448

Copyright

Copyright © 2008 MCB UP Ltd.

Additional information

This paper draws on the work of four project teams: New Zealand, Massey University: Richard Harker, Colin Gibbs, Kama Weir, Heather Ryan, David Adams (Okato College, Taranaki). England, Nottingham Trent University: Catherine Scott, Sue Cox; Australia, University of Western Sydney, Nepean: Steve Dinham, Catherine Scott; USA, Rowan University, NJ: Ron Capasso. In addition, the work was supported by grants from the NSW Department of Education and Training, The NSW Teachers' Federation, Massey University, Nottingham Trent University and Rowan University.

Peer reviewed