Modeling teacher empowerment: The role of job satisfaction

Educational Research and Evaluation

Volumn 11, Issue 5, 2005, Pages 433-459

  Zembylas, Michalinos ^a,b   Papanastasiou, Elena G ^b  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b Intercollege ^*  (Cyprus)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26644444087     PISSN: 13803611     EISSN: None     Source Type: Journal    
DOI: 10.1080/13803610500146152     Document Type: Article

References (88)

1. Barnabe, C., & Burns, M. (1994). Teachers' job characteristics and motivation. Educational Research, 36, 171-185.
2. Barth, R. (1999). The teacher leader. Providence, RI: The Rhode Island Foundation.
3. Billingsley, B. S., & Cross, L. H. (1992). Predictions of commitment, job satisfaction and intent to stay in teaching: A comparison of general and special education. The Journal of Special Education, 25, 453-471.
4. Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of Undergraduate Science, 3, 147-154.
5. Bolin, F. S. (1989). Empowering leadership. Teachers College Record, 91, 81-96.
6. Borg, M. G., & Riding, R. J. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17, 263-281.
7. Buchmann, C., & Hannum, E. (2001). Education and stratification in developing countries: A review of theories and research. Annual Review of Sociology, 27, 77-102.
8. Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications and programming. Mahwah, NJ: Lawrence Erlbaum.
9. Cassar, V., & Debono, E. (2000). Influences of empowerment dimensions in an educational context: An empirical investigation amongst Maltese teachers. Mediterranean Journal of Educational Studies, 5, 177-189.
10. Cherniss, C. (1995). Beyond burnout: Helping teachers, nurses, therapists and lawyers recover from stress and disillusionment. Routledge: New York.
11. Chrispeels, J. H., & Martin, K. J. (2002). Four school leadership teams define their roles within organizational and political structures to improve learning. School effectiveness and School Improvement, 13, 327-365.
12. Chrispeels, J. H., Martin, K. J., Harari, I., Strait, C., & Rodarte, M. A. (1999). Team decision-making: Role conflict and role ambiguity at a middle school. Journal of School Leadership, 9, 422-453.
13. Conley, S. (1991). Review of the literature on teacher participation in school decision-making. In G. Grant (Ed.), Review of research in education, 17 (pp. 225-265). Washington, DC: American Educational Research Association.
14. Cummings, W. K., & Riddell, A. (1994). Alternative policies for the finance, control, and delivery of basic education. International Journal of Educational Research, 21, 751-828.
15. Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York: National Commission on Teaching and America's Future.
16. Department of Statistics and Research. (2003). Statistics of Education 2000-01. Nicosia, Cyprus: Printing Office of the Republic of Cyprus.
17. Dinham, S., & Scott, C. (1996). The Teacher 2000 Project: A study of teacher satisfaction, motivation and health. University of Western Sydney, Nepean, Sydney.
18. Dinham, S., & Scott, C. (1997, April). Modeling teacher satisfaction: Findings from 892 teaching staff at 71 schools. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
19. Dinham, S., & Scott, C. (1998). A three domain model of teacher and school executive satisfaction. Journal of Educational Administration, 36, 362-378.
20. Dinham, S., & Scott, C. (1999). The relationship between context, type of school and position held in school and occupational satisfaction, and mental stress. Paper presented to the Australian College of Education/Australian Council for Educational Administration, National Conference, Darwin, Australia.
21. Dinham, S., & Scott, C. (2000a). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38, 379-396.
22. Dinham, S., & Scott, C. (2000b, April). Teachers' work and the growing influence of societal expectations and pressures. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
23. Dinham, S., & Scott, C. (2002). The international Teacher 2000 Project: An international study of teacher and school executive satisfaction, motivation and health in Australia, England, USA, Malta and New Zealand. Paper presented to the Challenging Futures Conference, University of New England, Armidale, Australia.
24. Duke, D. L., & Gansneder, B. (1990). Teacher empowerment: The view from the classroom. Educational Policy, 4, 146-156.
25. Evans, L. (1998). Teacher morale, job satisfaction and motivation. London: Paul Chapman.
26. Evans, L. (2001). Delving deeper into morale, job satisfaction and motivation among education professionals: Re-examining the leadership dimension. Educational Management Administration, 29, 291-306.
27. Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jossey-Bass.
28. Farrel, J. B., & Oliveira, J. (1993). Teachers in developing countries: Improving effectiveness and managing costs (EDI Seminar Series). Washington, DC: World Bank.
29. Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a predictor of teacher burnout. Journal of Educational Research, 86, 28-35.
30. Fuller, B., & Clarke, P. (1994). Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules and pedagogy. Review of Educational Research, 64, 119-157.
31. Garrett, R. M. (1999). Teacher job satisfaction in developing countries. Educational research supplemental series (G). (ERIC Document Reproduction Service No. ED 459 150.)
32. Hanushek, E. (1995). Interpreting recent research on schools in developing countries. World Bank Research Observer, 10, 227-246.
33. Hargreaves, A. (1994). Changing teachers, changing times. London: Cassell.
34. Hargreaves, A. (1997). Positive change for school success: The 1997 ASCD yearbook. Alexandria, VA: Association for Supervision and Curriculum Development.
35. Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work. New York: John Wiley and sons.
36. Hoy, W., & Miskel, C. (2001). Educational administration: Theory, research and practice (6th ed.). New York: McGraw-Hill.
37. Hoyle. E. (1974). Professionality, professionalism and control in teaching. London Educational Review, 3(2), 13-19.
38. Hoyle, E. (1980). Professionalization and deprofessionalization in education. In E. Hoyle & J. Megarry (Eds.), World yearbook of education 1980 (pp. 42-57). London: Kogan Page.
39. Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: The Guilford Press.
40. Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146-152.
41. Kyriacou, C., & Sutcliffe, J. (1979). Teacher stress and satisfaction. Educational Research, 21, 89-96.
42. Kyriakides, L. (1999). The management of curriculum improvement in Cyprus: A critique of a "center-periphery model" in a centralized system. In T. Townsend, P. Clarke, & M. Ainscow (Eds.), Third millennium schools: A world of difference in effectiveness and improvement (pp. 107-124). Amsterdam/Lisse, The Netherlands: Swets & Zeitlinger.
43. Kyriakides, L., & Campbell, R. J. (2003). Teacher evaluation in Cyprus: Some conceptual and methodological issues arising from teacher and school effectiveness research. Journal of Personnel Evaluation in Education, 17, 21-40.
44. Kyriakides, L., & Campbell, R. J. (2004). School self-evaluation and school improvement: A critique of values and procedures. Studies in Educational Evaluation, 30, 23-36.
45. Latham, A. (1998). Teachers' satisfaction. Educational Leadership, 55, 82-83.
46. Lee, W. (1991). Empowering music teachers: A catalyst for change. Music Educators Journal, 78(1), 36-39.
47. Lightfoot, S. L. (1986). On goodness of schools: Themes of empowerment. Peabody Journal of Education, 63(3), 9-28.
48. Little, J. W. (1996). The emotional contours and career trajectories of (disappointed) reform enthusiasts. Cambridge Journal of Education, 26, 345-359.
49. Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis, 19, 245-275.
50. Maeroff, G. I. (1988). The empowerment of teachers: Overcoming the crisis of confidence. New York: Teachers College Press.
51. Menon, M., & Christou, C. (2002). Perceptions of future and current teachers on the organization of elementary schools: A dissonance approach to the investigation of job satisfaction. Educational Research, 44, 97-110.
52. Michaelowa, K. (2002). Teacher job satisfaction, student achievement, and the cost of primary education in francophone Sub-Saharan Africa. Hamburg, Germany: Hamburg Institute of International Economics.
53. Morse, N. C. (1953). Satisfaction in the white-collar job. Ann Arbor, MI: Institute for Social Research, Survey Research Center, University of Michigan.
54. Mykletun, R. J. (1984). Teacher stress: Perceived and objective sources, and quality of life. Scandinavian Journal of Educational Research, 28, 17-45.
55. Nias, J. (1989). Primary teachers talking: A study of teaching and work. London: Routledge.
56. Nias, J. (1993). Changing times, changing identities: Grieving for a lost self. In R. G. Burgess (Ed.), Educational research and evaluation: For policy and practice? (pp. 139-156). London: The Falmer Press.
57. Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26, 293-306.
58. Odell, S., & Ferraro, D. (1992). Teacher mentoring and teacher retention. Journal of Teacher Education, 43, 200-204.
59. Odden, A., & Kelley, K. (2002). Paying teachers for what they know and do: New and smarter compensation strategies to improve schools. (2nd ed.) Thousand Oaks, CA: Corwin Press.
60. Papanastasiou, C., & Papanastasiou, E. (1997). Factors that influence students to become teachers. Educational Research and Evaluation, 3, 305-316.
61. Papanastasiou, C., & Papanastasiou, E. (1998). What influences students to choose the elementary education major: The case of Cyprus. Mediterranean Journal of Educational Studies, 3, 35-45.
62. Papanastasiou, E., & Zembylas, M. (2004). Differential effects of science attitudes and science achievement in Australia, Cyprus, and the USA. International Journal of Science Education, 26, 259-280.
63. Pounder, D. G. (Ed.). (1998). Restructuring schools for collaboration. Albany, NY: State University of New York.
64. Rice, M. E., & Schneidner, G. T. (1994). A decade of teacher empowerment: An empirical analysis of teacher involvement in decision-making, 1980-1991. Journal of Educational Administration, 32, 43-58.
65. Rinehart, J. S., & Short, P. M. (1991). Viewing reading recovery as restructuring phenomenon. Journal of School Leadership, 1, 370-399.
66. Rinehart, J. S., & Short, P. M. (1994). Job satisfaction and empowerment among teacher leaders, reading recovery teachers, and regular classroom teachers. Education, 114, 570-580.
67. Rinehart, J. S., Short, P. M., & Johnson, P. E. (1997). Empowerment and conflict at school-based and non-school-based sites in the United States. Journal of International Studies in Educational Administration, 25, 77-87.
68. Rinehart, J. S., Short, P. M., Short, R. J., & Eckley, M. (1998). Teacher empowerment and principal leadership: Understanding the influence process. Educational Administration Quarterly, 34, 608-630.
69. Scott, C., & Dinham, S. (2003). The development of scales to measure teacher and school executive occupational satisfaction. Journal of Educational Administration, 41, 74-86.
70. Scott, C., Stone, B., & Dinham, S. (2001). "I love teaching but...." International patterns of discontent. Education Policy Analysis Archives, 9 (28). Retrieved on-line http://epaa.asu.edu/epaa/v9n28.html [14/2/05].
71. Sergiovanni, T. (1967). Factors that affect satisfaction and dissatisfaction of teachers. The Journal of Educational Administration, 5, 66-81.
72. Shann, M. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92, 67-73.
73. Shen, J. (1997). Teacher retention and attrition in public schools. The Journal of Educational Research, 91, 81-88.
74. Short, P. M. (1998). Empowering leadership. Contemporary Education, 69(2), 70-72.
75. Short, P. M., & Greer J. T. (1997). Leadership in empowered schools: Themes from innovative efforts. Columbus, OH: Prentice-Hall.
76. Short, P. M., & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Journal of Educational and Psychological Measurement, 52, 951-960.
77. Short, P. M., & Rinehart, J. S. (1993). Teacher empowerment and school climate. Education, 113, 592-597.
78. Spear, M., Gould, K., & Lee, B. (2000). Who would be a teacher? A review of factors motivating and demotivating prospective and practicing teachers. Slough, UK: NFER.
79. Sweetland, S. R., & Hoy, W. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36, 703-729.
80. Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment: An "interpretive" model of intrinsic task motivation. Academy of Management Review, 15, 666-681.
81. Thompson, D. P., McNamara, J. F., & Hoyle, J. R. (1997). Job satisfaction in educational organizations: A synthesis of research findings. Educational Administration Quarterly, 33, 7-37.
82. Troman, G., & Woods, P. (2000). Careers under stress: Teacher adaptations at a time of intensive reform. Journal of Educational Change, 1, 253-275.
83. Van den Berg, R. (2002). Teachers' meanings regarding educational practice. Review of Educational Research, 72, 577-625.
84. Vandenberghe, R., & Huberman, A. M. (1999). Understanding and preventing teacher burnout. Cambridge, UK: Cambridge University Press.
85. Voluntary Service Overseas [VSO]. (2002). What makes teachers tick: A policy research report on teachers' motivation in developing countries. London: Author.
86. Wall, R., & Rinehart, J. S. (1998). School-based decision-making and the empowerment of secondary school teachers. Journal of School Leadership, 8, 49-64.
87. Zembylas, M., & Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration, 42, 357-374.
88. Zigarelli, M. A. (1996). An empirical test of conclusions from effective schools research. The Journal of Educational Research, 90, 103-109.