CREATING A POSITIVE WORKING ENVIRONMENT FOR TEACHERS
DOI:
https://doi.org/10.17770/sie2018vol1.3154Keywords:
microclimate, principal, TALIS 2013, teacher work satisfactionAbstract
The purpose of the research paper is to study a positive working environment importance for teachers work satisfaction and the role of principal in improving working conditions. Whereas teacher profession is subject to different changes and reforms it makes the whole profession and teacher well-being an important subject to discuss.The research paper includes analysis of the theoretical material about physical environment as well as psychological (also called microclimate). Empirical part is based on teacher’s survey – 97 teachers from different schools in Riga were involved. The statements of survey have partially adopted from Teaching and Learning International Study TALIS 2013. The main research task is to study how work environment and the impact of principal correlate with teacher work satisfaction.
During research scales of teacher work satisfaction, work environment and impact of principal were created. The results of linear regression show that both the work environment and direct impact of principal is important factor which influences as well educational work as work satisfaction. The situation is various in different schools in Riga, so it verifies, that the problematics of positive working environment exists.
References
Allensworth, E., Ponisciak, S. & Mazzeo, C. (2009). The Schools Teacher Leave. Teacher Mobility in Chikago Public School [Research paper]. Retrieved from: http://consortium.uchicago.edu/sites/default/files/publications/CCSR_Teacher_Mobility.pdf
Ball, J. C, & Stenlund, V. (1990). The Centrality of Work, Working Conditions and Job Satisfaction of Teachers in Canada: an Ontario study. Comparative Education. Vol.26, Iss. 2/3, pp. 319-330. Retrieved from: http://www.jstor.org/stable/3099159
Blūma, D., Zīda -Celma, D., Gineite, M., Kuklis, J., Nipers, J., Zīds, O., … Dūka, M. (2013). Pārmaiņu un kvalitātes vadība izglītības iestādē. Rīga: Latvijas Universitāte
Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The Influence of School Administrators on Teacher Retention Decisions. American Educational Research Journal, Vol.48, Iss.2, pp. 303-333. Available: DOI:10.3102/0002831210380788
Bredeson, V. P. (2000). The school principal’s role in teachers professional development. Journal of In-Service Education, Vol. 26, Iss.2, pp. 385-401. Available: DOI: 10.1080/13674580000200114
Builis, A. (1993). Skolvadības pamati. Rīga: Latvijas Universitāte.
Celma, D. (2006). Vadītājs un vadīšana izglītībā. Rīga: Raka.
Cobb, N. (2014). Climate, Culture and Collaboration: the Key to Creating Safe and Supportive Schools. Techniques, Vol. 89, Iss. 7, p 14. Retrieved from: http://datubazes.lanet.lv:3532/eds/pdfviewer/pdfviewer?sid=29139422-74f8-4201-b82b-061b6ba73214%40sessionmgr104&vid=0&hid=108
Choy, P.S. (1996). Teacher’s working conditions. The Condition of Education [National center for education statistics]. Retrieved from: https://nces.ed.gov/pubs97/97371.pdf
Cohen, J., Mccabe, M, E., Michelli, M. N., & Pickeral, T. (2009). School Climate: Research, Policy, Practice, and Teacher Education. Teachers College Record, Vol. 111, Iss.1, pp. 180-230. Retrieved from: http://ww.ijvs.org/files/Publications/School-Climate.pdf
ETUCE (1999). Study on stress. Retrieved from: http://www.convittonapoli.it/usr/uploads/15.1)%20The%20cause%20of%20stress%20for%20teachers,%20its%20effects,%20and%20suggested%20approaches%20to%20reduce%20it..pdf
Firestone, A. W., & Pennell, R. J. (1993) Teacher Commitment, Working Conditions and Differential Incentive Policies. Review of Educational Research, Vol. 63, Iss. 4 , pp. 489-525. Retrieved from : http://www.jstor.org/stable/1170498
Forands, I. (2007). Menedžmenta autoritātes. Rīga: Latvijas Izglītības fonds.
Geske , A., Ozola, A. (2015). Starptautiskais izglītības vides pētījums TALIS 2013 un tā dalībnieki. Monogrāfiju sērija: Izglītības pētniecība Latvijā, 6.monogrāfija. Rīga: LU Akadēmiskais apgāds.
Johnson, M. S. (2006). The workplace matters teacher quality, retention and effectiveness (National education association working paper) Retrieved from: http://files.eric.ed.gov/fulltext/ED495822.pdf
Kalvāns, R. (2009). Izglītības iestādes vadītājs pārmaiņu procesos Rīgas vispārizglītojošās vidusskolās (749.sējums). Latvijas Universitātes raksti, 36.-47.lpp.
Kloep, M., & Tarifa, F. (1994). Working Conditions, Work Style, and Job Satisfaction among Albanian Teachers. International Review of Education, Vol. 40, Iss. 2, pp. 159-172. Retrieved from: http://www.jstor.org/stable/3444068
Ladd, F, H. (2011). Teacher’s Perception of Their Working Conditions: How Predictive of Planned and Actual Teacher Movement.? Educational Evaluation and Policy Analysis, Vol. 33, Iss. 2, pp. 235-261. Aivalable: DOI: 10.3102/0162373711398128
Leithwood, K. ( 2006). Teacher Working Conditions That Matter: Evidence for Change. Retrieved from: http://www.academia.edu/29343982/Teacher_Working_Conditions_That_Matter_Evidence_for_Change
Noe, J. (2012). The Relationship between Principal’s Emotional Intelligence Quotient, SchoolCculture, and Student Achievement (Dissertation). Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.473.3221&rep=rep1&type=pdf
Peršēvica, A. (2013). Vidusskolas skolotāju apmierinātība ar darbu un tās mijsakarības ar izglītības kvalitāti (Promocijas darbs). Rīga: Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātes Pedagoģijas nodaļa. Izgūts no LU noslēgumu darbu datubāzes: https://dspace.lu.lv/dspace/bitstream/handle/7/4908/38759-Aija_Persevica_2012.pdf?sequence=1&isAllowed=y
Raituma, I. (2009). Skolas iekšējās un ārējās vides mijiedarbība. Rīga: Raka.
Reichardt, R., Snow, R., Schlang, J., & Hupfeld, K. (2008). Overwhelmed and Out: Principal’s, District, Policy and Teacher Retention (A Research and Policy Report from Connecticut Center for School Change). Retrieved from: http://www.nctq.org/nctq/research/1220022778926.pdf
Shen, J., Leslie, M. J., Spybrook, K. J., & Ma, X. (2012). Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using School and Staffing Survey 2003-04. American Educational Research Journal, Vol.49, Iss.2, pp. 200-230. Available: DOI: 10.3102/0002831211419949
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher’s Feeling of Belonging, Exhaustion, and Job Satisfaction: the Role of School Goal Structure and Value Consonance. Anxiety, Stress & Coping, Vol. 24, Iss.4, pp.369-385. Available: DOI: 10.1080/10615806.2010.544300
Stolp, S. (1994). Leadership for School Culture. ERIC digest 91, Vol. 8, Iss. 20, Retrieved from : https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/3312/digest091.pdf
Stolp, S., Smith, C. S. (1995) Transforming School Culture. Stories, Symbols, Values & the Leaders Role. USA: University of Oregon. Pp. 104. Retrieved from: http://files.eric.ed.gov/fulltext/ED386783.pdf
Šmite, A. (2006). Izglītības iestādes vadība. IV daļa. Vadītājs izglītības sistēmā. Rīga: Raka
Yin, H., Huang, S., & Wang, W. (2016). Work Environment Characteristics and Teacher Well-being: The Meditation of Emotion Regulation Strategies. International Journal of Environmental Research and Public Health, Vol. 13, Iss. 9. Available: DOI: 10.3390/ijerph13090907
Zīds, O. (2006 ). Izglītības vadības idejas K.Dēķena darbos un mūsdienās (IV sējums). Pedagoģija: teorija un prakse. Liepājas Universitātes rakstu krājums, 329.-334.lpp.
Downloads
Published
Issue
Section
How to Cite
