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The relationship among reasons teachers entered the profession, job satisfaction, and encouraging future teachers.

机译：教师进入职业的原因，工作满意度和鼓励未来教师之间的关系。

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摘要

The purpose of this quantitative study was to determine if a relationship exists among reasons self-contained kindergarten through fifth grade teachers entered the profession, factors that influence job satisfaction, and whether they would encourage others to become teachers. Each variable contained sub-elements which were further analyzed. Sub-elements for the variable reasons teachers joined included environmental influences and motivational influences. Motivational influences were further divided between intrinsic/altruistic motivations and extrinsic motivations. Sub-elements for the variable factors influencing job satisfaction included job demands, working conditions, and teacher autonomy/efficacy. Sub-elements for the variable willingness to encourage others included students, family/friends, and own children. Reasons teachers joined the profession, influences on job satisfaction, and willingness to encourage others to the profession were collected using a self-designed instrument. In all, 965 kindergarten through fifth grade teachers responded to the survey instrument. A descriptive analysis showed that the majority of respondents joined the profession as a result of intrinsic/altruistic reasons. For job satisfaction, in the area of job demands, all items were factors of negative job satisfaction. Working conditions were more neutral with a slight indication of positive influence on job satisfaction. All items for teacher autonomy/efficacy were factors of positive influence for teachers' job satisfaction. This study indicated that teachers were less willing to encourage their family members, including their own children, while being more willing to encourage either students or student teachers to join the profession. As a result of the inferential analysis, significant relationships were found to exist among all variables tested. Furthermore, several correlations were found to exist among the sub-elements of the variables. Many of the intrinsic/altruistic motivations significantly positively correlated with the sub-elements for job satisfaction and encouraging others. Fallback career significantly negatively correlated with four of the five items for teacher autonomy/efficacy and seven of the nine items for encouraging others. All sub-elements for factors influencing job satisfaction significantly correlated with all sub-elements for willingness to encourage others. This significance indicated job satisfaction as a major influence on whether teachers willingness to encourage others to join the profession. A multiple regression analysis conducted on the variables indicated reasons teachers entered the profession and factors influencing job satisfaction predicted 29% of the variance in encouraging others. A series of multiple regression analyses were then conducted on the sub-elements for reasons teachers entered the profession and factors influencing job satisfaction as predictors for sub-elements for the willingness to encourage others. The results indicated that the sub-elements for reasons teachers entered the profession and factors influencing job satisfaction were significant predictors of the variance for the sub-elements of encouraging others. Job demands were the most significant predictor in each model while extrinsic motivations were the only negative predictor in each model.
机译：这项定量研究的目的是确定在通过五年级教师进入该专业的独立幼儿园的原因，影响工作满意度的因素以及它们是否会鼓励其他人成为教师之间是否存在关系。每个变量包含子元素，将进一步分析这些子元素。由于教师加入的原因多种多样，子元素包括环境影响和动机影响。动机影响被进一步分为内在/利他动机和外在动机。影响工作满意度的可变因素的子元素包括工作需求，工作条件和教师自主性/效能。鼓励他人的意愿可变的子元素包括学生，家人/朋友和自己的孩子。使用自行设计的工具收集了教师加入该专业的原因，对工作满意度的影响以及鼓励其他人加入该专业的意愿。共有965名幼儿园至五年级教师对调查仪器做出了回应。描述性分析表明，由于内在/利他原因，大多数受访者加入了该行业。对于工作满意度，在工作需求方面，所有项目都是负面工作满意度的因素。工作条件较为中性，略有正面影响工作满意度的迹象。教师自主权/效能的所有项目都是对教师工作满意度产生积极影响的因素。这项研究表明，教师不太愿意鼓励家庭成员，包括他们自己的孩子，而更愿意鼓励学生或学生教师加入该行业。作为推断分析的结果，发现所有测试变量之间都存在显着的关系。此外，发现变量的子元素之间存在几种相关性。许多内在/利他动机与工作满意度和鼓励他人的子元素显着正相关。后备职业与教师自主权/效能的五项中的四项和鼓励他人的九项中的七项显着负相关。影响工作满意度的因素的所有子要素都与鼓励他人的意愿的所有子要素显着相关。这种重要性表明工作满意度是教师是否愿意鼓励他人加入该行业的主要影响因素。对这些变量进行的多元回归分析表明，教师进入该行业的原因以及影响工作满意度的因素预测，在鼓励其他人方面，有29％的差异。然后，由于教师进入该行业的原因以及影响工作满意度的因素作为子元素的预测因子，从而对子元素进行了一系列的多元回归分析，以鼓励他人。结果表明，教师进入职业的原因的子元素以及影响工作满意度的因素是鼓励他人的子元素方差的重要预测因子。在每个模型中，工作需求是最重要的预测因素，而在每个模型中，外部动机是唯一的负面预测因素。

著录项

  • 作者

    England, E. Scott.;

  • 作者单位

    Indiana State University.;

  • 授予单位 Indiana State University.;
  • 学科 Elementary education.;Occupational psychology.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 141 p.
  • 总页数 141
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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