Dissertation/Thesis Abstract

Teachers' job satisfaction and loneliness in Brazil: Testing integrative models
by Amorim Neto, Roque do Carmo, Ed.D., Saint Mary's College of California, 2013, 154; 3625128
Abstract (Summary)

While low job satisfaction is a reality among Brazilian teachers, studies on this topic have focused almost exclusively on environmental factors such as salary as predictors of job satisfaction. No studies have combined environmental and personal factors to explain job satisfaction among Brazilian teachers. This study aimed to identify the demographic and professional characteristics of Brazilian teachers that are associated with teachers’ job satisfaction and its predictors. This study also tested two models comprised of environmental and personal predictors of teachers’ job satisfaction. Participants were 1,194 Brazilian teachers (830 women, 351 men, 13 non-identified) working in public (n = 906, 75.9%) or private schools (n = 153, 12.8%) or both (n = 129, 10.8%). The grade levels taught were kindergarten (n = 137, 11.5%), fundamental (n = 373, 31.2%), high school (n = 239, 20%), or more than one level (n = 433, 36.3%). Using a snowball sampling strategy, participants answered an online survey questionnaire. A series of t-tests, ANOVAs, and correlational analyses were performed to identity the demographic and professional characteristics associated with teachers’ job satisfaction and its predictors. The type of college attended, the type of school in which teachers work, geographical region and grade level taught were associated with teachers’ job satisfaction. Path analysis was used to determine the best fit for the hypothesized models. Loneliness was not found to be a direct or indirect predictor of teachers’ job satisfaction. Positive affect, goal progress, and teachers’ self-efficacy were respectively the strongest predictors of teachers’ job satisfaction. Work conditions and goal progress mediated the effect of goal support in predicting teachers’ job satisfaction. Future research is required to identify other factors that may predict teachers’ job satisfaction among Brazilian teachers.

Indexing (document details)
Advisor: Suzuki, Sawako
Commitee: Elias, Deal, McCall, Mary, Suzuki, Sawako
School: Saint Mary's College of California
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 75/10(E), Dissertation Abstracts International
Subjects: Educational leadership, Occupational psychology
Keywords: Brazil, Job satisfaction, Loneliness, Self-efficacy, Social justice, Teachers
Publication Number: 3625128
ISBN: 978-1-303-99569-9
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