Teachers Work and the Growing Influence of Societal Expectations and Pressures.Report as inadecuate

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This paper outlines contexts, features, and trends of contemporary educational environments and educational change, describing findings from an international study that explored, benchmarked, and compared teacher and administrator career satisfaction, motivation, and mental health. The Teacher 2000 Project identified sources and strength of factors contributing to teacher satisfaction/dissatisfaction in England, Australia, New Zealand, and United States, distinguishing general patterns in teacher and administrator satisfaction, motivation, and health from contextual factors in each country. In 1990, former teachers and administrators completed a study about: reasons for entering teaching; their perceptions of preservice training; the nature of their early experiences; what they found satisfying and dissatisfying about teaching; circumstances around their resignation; and their thoughts on education. Overall, they were highly satisfied with student achievement and teacher accomplishment and dissatisfied with school and system related factors. In 1994-95, 57 teachers' partners completed interviews about how teaching influenced family relationships. Findings indicated that systematic and social pressures significantly affected teachers' work and lives. Results highlight the crucial importance of societal factors that are largely outside the control of teachers and schools yet have a growing influence upon teachers' and administrators' work satisfaction. (Contains 17 references.) (SM)

Descriptors: Administrator Attitudes, Administrators, Elementary Secondary Education, Foreign Countries, Job Satisfaction, Teacher Attitudes, Teacher Motivation, Teachers, Teaching (Occupation)

Author: Dinham, Steve; Scott, Catherine

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9829&id=ED446068

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