Tracking and Teacher Satisfaction: Role of Study Culture and Trust

Tracking and Teacher Satisfaction: Role of Study Culture and Trust

ABSTRACT A multilevel analysis of data from 711 teachers and 3,760 pupils in a sample of 34 Flemish (Belgium) secondary schools (19 technical/vocational and 15 general schools) demonstrated a relation between tracking and teachers' job satisfaction. Teachers in technical/vocational schools tend...

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Veröffentlicht in:The Journal of educational research (Washington, D.C.) D.C.), 2006-03, Vol.99 (4), p.247-256
1. Verfasser: Houtte, Mieke Van
Format: Artikel
Sprache:eng
Schlagworte:
Ability grouping
Belgium
Biological and medical sciences
Classroom communication
Confidence
Corporate culture
Cultural factors
Culture
Education
Educational Environment
Educational psychology
Educational sociology
Employment
Flemish
Foreign Countries
Fundamental and applied biological sciences. Psychology
Job Satisfaction
Learning
Motivation. Job satisfaction. Attitude
Multilevel models
Occupational psychology
Occupations
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Public schools
Role
Schools
Secondary school students
Secondary school teachers
Secondary Schools
Skills
Socioeconomic status
Statistical Analysis
Statistical variance
Student teacher relationship
Students
Teacher
Teacher attitudes
Teacher Characteristics
teacher satisfaction
Teachers
Teaching
Teaching Methods
tracking
Trust
Trust (Psychology)
Vocational Schools
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Zusammenfassung:ABSTRACT A multilevel analysis of data from 711 teachers and 3,760 pupils in a sample of 34 Flemish (Belgium) secondary schools (19 technical/vocational and 15 general schools) demonstrated a relation between tracking and teachers' job satisfaction. Teachers in technical/vocational schools tended to be less satisfied with their jobs than were teachers in general schools. The relation seemed ascribable to pupils' culture, which was far less study oriented in technical/vocational schools than in general schools. Results show that pupils' study culture affected teacher satisfaction by its influence on teacher trust and faculty trust.
ISSN:0022-0671
1940-0675
DOI:10.3200/JOER.99.4.247-256