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Descriptors:
Self Efficacy; Measures (Individuals); Principals; Job Satisfaction; Foreign Countries; Work Attitudes; Personal Autonomy; Administrator Attitudes; Correlation; Questionnaires; Internet; Context Effect; School Districts; Program Evaluation

Abstract:
The purpose of the present study was to explore relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Well Being; Physical Health; Foreign Countries; Job Satisfaction; Stress Variables; Employees; Least Squares Statistics; Measures (Individuals); College Faculty; Mental Health

Abstract:
Extensive change is evident in higher education in the People's Republic of China but there have been few studies of the effect of work stress on wellbeing in the higher education sector. The main aim of this study is to test and refine the ASSET ("An Organizational Stress Screening Tool") model of occupational stress in a sample of 150 academic and non-academic employees in a Chinese higher education institute. Using partial least squares modelling, the findings showed that job stressors predicted job dissatisfaction but, surprisingly, did not predict perceived commitment. Employees who reported job dissatisfaction tended to perceive that their organisation was less committed towards them and report less commitment towards the organisation. Job stressors resulted in poorer psychological wellbeing. Greater psychological wellbeing was associated with greater physical wellbeing. The findings suggest that university management should introduce strategies aimed at minimising job stressors as these would result in higher level of job satisfaction, higher level of commitment and ultimately resulted in an improvement in physical health. (Contains 3 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Case Studies; Teleworking; Insurance; Program Effectiveness; Conservation (Environment); Productivity; Program Development; Prediction; Program Design; Planning; Labor Turnover; Job Satisfaction; Motivation; Costs

Abstract:
With the growing suburban population, many employees in metro areas are facing long commutes to and from the workplace. According to the 2011 Texas Transportation Institute's Urban Mobility Report, the average commuter experiences 34 hours of delay per year and spends an extra $713 on fuel (see http://tti.tamu.edu/documents/mobility-report-2011.pdf). This not only causes stress for the employee but also has a serious impact on the organization and the environment. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Community Colleges; Community Programs; Empathy; Teacher Attitudes; Higher Education; Interviews; Professional Development; Cooperation; Teamwork; School Holding Power; College Students; Job Satisfaction

Abstract:
A study was undertaken to determine how teaching in learning communities (i.e., courses that are linked or intentionally integrated in terms of learning objectives and shared assignments) affects the perspectives and work of community college faculty members. Interviews with 14 faculty members who taught in learning communities at a Midwestern community college indicated that the benefits of participation included greater empathy for and awareness of students, the development of authentic relationships with students, enhanced engagement in the larger campus community, and active collaboration and professional development with faculty colleagues across disciplines. Study limitations and implications are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Feedback (Response); Student Evaluation of Teacher Performance; Self Evaluation (Individuals); Observation; Coaching (Performance); Job Satisfaction; Psychological Needs; Need Gratification

Abstract:
This study examined college instructors' utilization and perceived value of sources of instructional feedback (institutional student ratings, consultation with an instructional specialist, soliciting feedback from students, self-assessment, self-observation, peer/administrator observation, and peer coaching). We examined relationships between the utilization of each source of feedback with job satisfaction and psychological needs satisfaction. We solicited instructors (N = 126) via email. Results revealed self-assessment was the most utilized source of instructional feedback, and instructor-solicited feedback from students was perceived as the most useful. Job satisfaction was significantly correlated with basic psychological needs. We discuss qualitative findings, implications, and suggestions for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Theories; Career Counseling; Job Layoff; Career Change; Job Satisfaction; Life Satisfaction; Case Studies; Interviews

Abstract:
The happenstance learning theory (HLT) proposes a model of career counseling that helps clients to build more satisfying personal and work lives. Although reflective listening remains an essential part of the process, HLT is an action-oriented approach to helping clients to both create and benefit from unplanned events. Success is measured not by what happens during the counseling interview but by what the client experiences in the real world during and after counseling. A case study illustrates how HLT might be applied with a client who has been laid off after 20 years on the job. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Background; Coping; Job Satisfaction; Early Childhood Education; Job Security; Young Children; Stress Variables; Preschool Teachers; Questionnaires; Work Environment; Marital Status; Problem Solving; Intervention; Teacher Effectiveness; Teacher Recruitment; Teacher Persistence

Abstract:
Background: Occupational stress for early childcare educators is an area of apparent understudy in the literature. The present study attempted to address this gap and provide some updated data regarding the experiences of this occupational group. Methods: Early childhood workers across a variety of early childhood education settings (N = 69) responded to questionnaires regarding perceived stress, individual/educational background, and work setting ("Perceived Stress Scale, You Bet I Care!, and Ways of Coping Questionnaires"). Findings: Our findings suggest that early childhood educators who were married, had a stable community, and had no children of their own felt less perceived stress. Further, workers who utilized problem-solving coping, felt job security, and experienced higher job satisfaction and control, reported less perceived stress. In contrast, individuals who employed avoidant coping, worked full-time, and expressed feelings of exhaustion and/or frustration, felt greater amounts of stress. Conclusions: These findings are reviewed in the context of workplace interventions that may be considered useful toward increasing recruitment and retention of quality early childhood educators through decreased perceived stress. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acoustics; Foreign Countries; Job Satisfaction; Classroom Environment; Well Being; Teaching Conditions; Fatigue (Biology); Teacher Attitudes; Teacher Motivation

Abstract:
Beyond noise annoyance and voice problems, little is known about the effects that noise and poor classroom acoustics have on teachers' health and well-being. The aim of this field study was therefore to investigate the effects of perceived noise exposure and classroom reverberation on measures of well-being. Data on self-reported noise exposure, job satisfaction, fatigue after work, and interest in leaving the job were obtained from 283 teachers at 10 schools in Copenhagen, Denmark. In addition, the schools' acoustical working environment was classified as "low reverberation time (RT)" (3 schools, RT = 0.41-0.47 s), "medium RT" (3 schools, RT = 0.50-0.53 s), or "high RT" (4 schools, RT = 0.59-0.73 s). Significant associations were found between high RT and noise exposure, and, respectively, low job satisfaction, lack of energy after work, and interest in leaving the job. Noise exposure was also associated with lack of motivation and sleepiness. The results demonstrate the importance of good classroom acoustic conditions for teachers' well-being. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employees; Workplace Learning; Job Satisfaction; Labor Force Development; Employee Attitudes; Work Attitudes; Job Performance

Abstract:
While research is emerging around the employee engagement construct, evolution is in early stages of development. Presently, some questions remain about how employee engagement differs from other well-researched and documented constructs such as job satisfaction, job involvement, and job commitment. Although such inquiry is seemingly academic in nature, the use of engagement in practice is gaining momentum, and debate remains healthy as to the utility and statistical validity of the engagement construct. To respond, developing clear lines of interpretation and coordination across varied disciplines seems prudent, but an essential first step is a context-specific, conceptual exploration of the construct of employee engagement in relation to other well-researched job attitude and organizational constructs in the literature. This article explores literature on employee engagement, job satisfaction, commitment, and involvement. Implications for organizational learning and workplace performance are examined in a human resource development (HRD) specific context. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Job Satisfaction; Young Adults; Structural Equation Models; Outcomes of Education; Career Development; Adolescents; Socioeconomic Influences; Parent Influence; Predictor Variables; Expectation; Success; Gender Differences; Family Income; Grade Point Average; Employment Level

Abstract:
Building on the Wisconsin Model of Status Attainment, this study examined the contextual process of obtaining educational attainment and the subsequent work outcomes and career satisfaction. This study used the National Longitudinal Study of Adolescent Health (Add Health) with structural equation modeling techniques to assess US participants from adolescence to young adulthood (N = 8309). Socioeconomic resources provided by parents in adolescence directly predicted education outcomes and were partially mediated by family success expectations. Family success expectations were an important predictor of education outcomes. Neither socioeconomic resources nor success expectations directly predicted work outcomes or career satisfaction. Instead, education was the direct predictor of career satisfaction with work outcomes partially mediating. A multiple group analysis was conducted to compare outcomes between men and women. The discussion explores the implications of the findings and educational attainment for young adults in a global society. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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