Examining teacher job satisfaction and principals' instructional supervision behaviours: A comparative study of Turkish private and public school teachers
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Dosyalar
Tarih
2014
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
University of Alberta
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In spite of a strong body of research examining teacher job satisfaction and teachers' assessment of their principals' behaviours, most studies focus on the educational systems in the first world countries. This quantitative study focuses on a lesser-examined educational context by comparing school teachers' job satisfaction levels and principals' instructional supervision behaviours in Turkish private and public schools. The results suggest that for all examined demographical characteristics of participating teachers (e.g., gender, school level, subject matter, and years of teaching), private school teachers had higher levels of job satisfaction and assessed their principals' instructional supervision behaviours higher than did public school teachers. These findings suggest there are more favourable working conditions in Turkish private schools than in public schools and support research trends on the topic of teacher job satisfaction from other countries. © 2014 The Governors of the University of Alberta
Açıklama
Anahtar Kelimeler
Kaynak
Alberta Journal of Educational Research
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
60
Sayı
1
