Predicting teacher job satisfaction based on principals' instructional supervision behaviours: a study of Turkish teachers

被引：4
作者：
Ilgan, Abdurrahman [1 ]
Parylo, Oksana [2 ]
Sungu, Hilmi [3 ]
机构：
[1] Duzce Univ, Coll Educ, Dept Educ Sci, Duzce, Turkey
[2] Katholieke Univ Leuven, Methodol Educ Sci Res Grp, Leuven, Belgium
[3] Bozok Univ, Coll Educ, Dept Educ Sci, Yozgat, Turkey
来源：
IRISH EDUCATIONAL STUDIES | 2015年 / 34卷 / 01期
基金：
欧盟地平线“2020”;
关键词：
Turkey; job satisfaction; instructional supervision; principal behaviours; teachers; SECONDARY-SCHOOLS; LEADERSHIP; PERCEPTIONS; LEVEL;
D O I：
10.1080/03323315.2015.1005393
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This quantitative research examined instructional supervision behaviours of school principals as a predictor of teacher job satisfaction through the analysis of Turkish teachers' perceptions of principals' instructional supervision behaviours. There was a statistically significant difference found between the teachers' job satisfaction level and their assessment of principals' instructional supervision behaviours based on participants' school level, subject taught and years of experience. Furthermore, principals' instructional supervision behaviours were found to be a statistically significant predictor of teacher job satisfaction overall as well as of each of the job satisfaction dimensions in particular. Implications for practice and future research are offered.
引用
收藏
页码：69 / 88
页数：20
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