Job satisfaction among newly qualified teachers in Scotland

Nick Boreham, Peter Gray, Allan Blake

Research output: Contribution to conferencePaper

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Abstract

The ESRC TLRP Early Professional Learning (EPL) project is investigating the processes and outcomes of learning to become a teacher in the probationary year. One of the five learning outcomes is job satisfaction. Most people in employment consciously experience a degree of satisfaction or dissatisfaction with their job. Moreover, they tend to be more satisfied with some aspects of their job than others. There are many reasons, ethical and utilitarian, why probationers should experience a high level of job satisfaction during their first year of teaching. This paper describes the development of an instrument to measure the job satisfaction of probationary teachers. No probationer-specific instrument has previously been constructed.The dimensions of the probationer’s job that provoked feelings of satisfaction and dissatisfaction were identified by a team of six teacher researchers who tracked a sample of 18 probationers in their own schools and carried out in-depth interviews with them. A psychometric instrument was constructed, based on the list of 40 job dimensions identified in this way, and administered to a sample of 150 probationers in Scotland. A single-item measure of satisfaction with the job as a whole was also administered.
Original languageEnglish
Number of pages15
Publication statusPublished - Sep 2006
EventBERA Annual Conference - Warwick, United Kingdom
Duration: 9 Sep 200611 Sep 2006
http://www.bera.ac.uk/conference-archive/annual-conference-2006

Conference

ConferenceBERA Annual Conference
Abbreviated titleBERA
CountryUnited Kingdom
CityWarwick
Period9/09/0611/09/06
Internet address

Keywords

  • job satisfaction
  • professional learning
  • newly qualified teachers
  • early professional learning
  • probationers

Research Output

Miss, what's my name? New teacher identity as a question of reciprocal ontological security

McNally, J. & Blake, A., Mar 2012, In : Educational Philosophy and Theory. 44, 2, p. 196-211 16 p.

Research output: Contribution to journalArticle

Open Access
File
9 Citations (Scopus)
140 Downloads (Pure)

Improving learning in a professional context: a research perspective on the new teacher in school

McNally, J. (ed.) & Blake, A. (ed.), 2010, 240 p. (Improving Learning Series)

Research output: Book/ReportBook

Cite this

Boreham, N., Gray, P., & Blake, A. (2006). Job satisfaction among newly qualified teachers in Scotland. Paper presented at BERA Annual Conference, Warwick, United Kingdom.