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Relevant bibliographies by topics / School Counselor Job Satisfaction

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Academic literature on the topic 'School Counselor Job Satisfaction'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "School Counselor Job Satisfaction"

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Rayle, Andrea Dixon. "Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction." Professional School Counseling 9, no. 3 (2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900310.

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The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors from across the United States. Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to assess perceptions of mattering to others at their schools and their job-related stress, and how these two constructs relate to school counselors’ overall job satisfaction. Mattering to others at work and job-related stress accounted for 35% of the variance in job satisfaction for the total sample of school counselors; however, mattering did not moderate the relationship between job stress and job satisfaction. Results revealed that elementary school counselors experienced the greatest job satisfaction and the lowest levels of job-related stress, and high school counselors experienced the greatest job dissatisfaction and the greatest levels of job-related stress. Implications for school counselors’ mattering and job satisfaction are considered.

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Jones, Shirley M. "School Counselor Job Satisfaction." TACD Journal 19, no. 1 (1991): 41–45. http://dx.doi.org/10.1080/1046171x.1991.12034370.

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Benigno, Stephen. "Counselor Perceptions: Let Us Do Our Job!" Journal of Education and Learning 6, no. 4 (2017): 175. http://dx.doi.org/10.5539/jel.v6n4p175.

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Elementary and Middle school administrators continually struggle with developing instructional programs that will address the academic and human developmental levels of the students in their care. Addressing the human development and the academic issues related to the elementary and middle school student is only a small percentage of the attention required for that student. Many students at the elementary and middle school levels encounter issues related to social and emotional development that are often overwhelming and many times detrimental to the academic development of those students. School administrators address those issues by utilizing the existing infrastructure of the schools. One of the key components of the school infrastructure is the school counselor. In some situations, school counselors are being required to perform duties outside the realm of their perceived responsibilities. This study was conducted to ascertain school counselor perceptions with respect to job performance, expectations, satisfaction and responsibility. The results of the study indicated that the counselors involved in the study believed that they are being required to perform duties outside the realm of their responsibilities and that the performance of these duties has an impact on their effectiveness as school counselors.

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Bryant, Rhonda M., and Madonna G. Constantine. "Multiple Role Balance, Job Satisfaction, and Life Satisfaction in Women School Counselors." Professional School Counseling 9, no. 4 (2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900403.

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Many prior studies have reported that school counselors are at risk for experiencing mental health difficulties (e.g., professional burnout) as a result of their participation in a wide variety of service-oriented roles. The majority of school counselors are women, which underscores the importance of examining these individuals’ unique work-related and life experiences. As such, this study explored the relationships among multiple role balance, job satisfaction, and life satisfaction in a sample of 133 women school counselors. Findings revealed that multiple role balance and job satisfaction were each positively predictive of overall life satisfaction, even after accounting for the effects of age, years of experience as a school counselor, and location of school environment. Implications of the findings and future research directions are discussed.

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Pyne, Jaymes R. "Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model." Professional School Counseling 15, no. 2 (2011): 2156759X1101500. http://dx.doi.org/10.1177/2156759x1101500202.

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This study examined the level of school counselor job satisfaction and implementation of comprehensive school counseling programs in secondary schools in one state. Participants included 103 secondary school counselors selected using a cluster sampling of Michigan public school districts. The Job in General (JIG) scale was used to measure their job satisfaction. The Comprehensive School Counseling Implementation Measure (CSCIM), based on the ASCA National Model, was used to measure the level of implementation of a comprehensive school counseling program in their schools. The individual items “administrative support” and “facilitating communication between staff” on the CSCIM showed high correlations with job satisfaction, while moderate to high correlations were found in the items “serving all students,” “clearly written and defined program philosophy,” and “creating time for planning and evaluating the program.” This article discusses limitations of this study and suggested directions for further research.

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Clemens, Elysia V., Amy Milsom, and Craig S. Cashwell. "Using Leader-Member Exchange Theory to Examine Principal–School Counselor Relationships, School Counselors’ Roles, Job Satisfaction, and Turnover Intentions." Professional School Counseling 13, no. 2 (2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300203.

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Principals have considerable influence on shaping the role of school counselors with whom they work (Amatea & Clark, 2005; Dollarhide, Smith, & Lemberger, 2007; Ponec & Brock, 2000). Researchers used leader-member exchange theory (Graen & Uhl-Bien, 1995) to examine the relevance of principal–school counselor relationships to school counselors’ role definition, job satisfaction, and turnover intentions. A path analysis model explained 15% of the variance in how school counselors’ roles are defined at the building level, 49% of the variance in school counselors’ job satisfaction, and 20% of the variance in school counselors’ turnover intentions. Implications for school counseling practice and leadership are provided.

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Aydin, Fatih, and Hatice Odaci. "School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?" Journal of Psychologists and Counsellors in Schools 30, no. 2 (2020): 202–15. http://dx.doi.org/10.1017/jgc.2019.32.

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AbstractThe aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

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Mullen, Patrick R., Nancy Chae, Adrienne Backer, and Jennifer Niles. "School Counselor Burnout, Job Stress, and Job Satisfaction by Student Caseload." NASSP Bulletin 105, no. 1 (2021): 25–42. http://dx.doi.org/10.1177/0192636521999828.

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In this cross-sectional quantitative study, we employed survey research to examine the differences in school counselors’ ( N = 327) burnout, job stress, and job satisfaction based on their student caseload size. The results indicated that higher caseloads were associated with higher degrees of burnout and job stress, along with lower job satisfaction. The results produced small to medium effect sizes. We discussed how such factors relate to the effectiveness of providing student services and school leaders’ support for school counselors.

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Bakar, Ab Rahim, Shamsiah Mohamed, and Rathidevi Thevadas. "Job Satisfaction among Malaysian School Counselors." International Journal of Knowledge, Culture, and Change Management: Annual Review 9, no. 2 (2009): 79–90. http://dx.doi.org/10.18848/1447-9524/cgp/v09i02/49694.

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Heled, Einat, and Nitza Davidovitch. "An Occupation in Search of Identity—What Is School Counseling?" Journal of Education and Learning 9, no. 5 (2020): 215. http://dx.doi.org/10.5539/jel.v9n5p215.

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This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one&rsquo;s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one&rsquo;s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women.  Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor&rsquo;s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy.  The research findings show that the structure of the counselor&rsquo;s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.

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Dissertations / Theses on the topic "School Counselor Job Satisfaction"

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Unger, Dana L. "Predictors of Job Satisfaction in Recognized American School Counselor Association National Model Programs." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500285396917536.

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Patton, Daya. "Predictive Relationships Between School Counselor Role Ambiguity, Role Diffusion, and Job Satisfaction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6260.

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Lack of clarity about professional roles and responsibilities of school counselors has resulted in role ambiguity and role diffusion among this group of professionals. Role ambiguity and role diffusion contribute to job dissatisfaction. The purpose of this quantitative correlational study was to examine whether role ambiguity and role diffusion predicted school counselor job satisfaction after controlling for years of experience as a school counselor, and to examine whether role ambiguity, role diffusion, and job satisfaction differed for school counselors at the elementary, middle, and high school levels. The theoretical framework was role theory, which conceptualizes how job roles within organizations serve as boundaries between individuals and organizations. Survey data were collected from 86 school counselors at the elementary, middle, and high school levels. Results of linear regression analysis indicated that role ambiguity and role diffusion were significant predictors of job satisfaction after controlling for years of school counselor work experience. Results of discriminant analysis indicated no significant differences in school counselor role ambiguity, role diffusion, and job satisfaction based on school level. Findings may be used to advocate for aligning school counselors' duties and responsibilities with the training and education they receive, which may enable school counselors to be more satisfied in their jobs. The social change implication is that school counselors who are satisfied with their jobs could more effectively serve the children, schools, and communities in which they are assigned.

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Fye, Heather J. "The impact of implementing the American School Counselor Association (ASCA) National Model and related factors on school counselors' level of burnout." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1459861141.

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Walsh, Robyn. "The Experiences of School Counseling Directors in Relation to Job Satisfaction and Leadership." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5308.

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The current literature on school counselor job satisfaction does not address the experiences of school counseling directors. This is a unique set of counselors due to their role as leaders and supervisors in the building. Therefore, this study sought to better understand the experiences of school counseling directors in relation to job satisfaction and leadership. The researcher collected data through 10 interviews with participants having met the criteria of serving as a school counseling director of a middle or high school, supervising a department of at least two counselors, and working in the role for at least two years. Data analysis showcased the different expectations in the role of the school counseling director in addition to four major themes: Intentionality, Leadership Training and Knowledge, Overload of Responsibilities Assigned to Role, and Sacrifice. The subthemes for Leadership Training and Knowledge include limited counselor-specific preparation, limited recognition of leadership style, collaboration, and influence of administrators. The subthemes of Sacrifice include time to complete duties and gender-related influence on role acquisition. These themes are discussed in relation to current research as well as in regards to implications about the expectations of the school counseling director’s role, gender influence, leadership training standards and programs, and wellness. Recommendations for further research about school counseling directors, district-level supervisors, and leadership training are also given.

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Murray, Lynda B. "Job satisfaction among elementary school counselors in Virginia : seven years later /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-152409/.

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Kirk, David. "Job satisfaction among elementary school counselors in Virginia." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162424/.

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Ducote, Lacey. "The Relationship Between Administrator Leadership Style and Job Experience of School Counselors." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2315.

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Since the inception of the school counseling profession, the role of school counselors has evolved in response to the social, political, and economic needs of society (Ergüner-Tekinalp, Leuwerke, & Terzi, 2009). Currently, the role of school counselors is to address the personal, social, academic, and career needs of students through a comprehensive development program (American School Counseling Association, ASCA, 2005). In school settings, counselors who are satisfied with their work are more effective in caring for clients and students (DeMato & Curcio, 2004). In recent years, administrators, including those working in school settings, have been called on to reassess the manner in which they lead, since leadership has an effect on the performance of employees and the functions of the institution (Armstrong, MacDonald, & Stillo, 2010; Luthans, 2002b). The present study assessed school counselors’ perceptions of their administrators’ leadership styles (i.e., positive, transformational, transactional, and passive-avoidant) and the relationship between those perceptions and school counselors’ job experience (i.e., job satisfaction, feelings of mattering, and overall wellness). Administrators’ leadership styles were grouped for statistical purposes into two groups: 1) transformational and positive and 2) transactional and passive-avoidant. School counselors’ job experience was assessed through three interrelated variables that included job satisfaction, mattering (i.e., mattering to administrators and mattering to teachers), and overall wellness. In this study, administrators’ positive and transformational leadership styles, transactional and passive-avoidant administrator leadership styles, and school counselors’ job satisfaction, wellness, and mattering were correlated. Additionally, administrator leadership styles had the largest variance in school counselors’ job satisfaction, mattering, and wellness scores.

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Bane, Tara Yost. "Job Satisfaction Among Professional Middle School Counselors in Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29280.

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The purpose of this study was to determine the current level of job satisfaction among professional school counselors working in Virginia public middle schools. In addition, satisfaction levels were compared with previous studies on Virginia elementary school counselors. Although job satisfaction has been widely studied in the past, few studies have focused on professional school counselors in particular. Information regarding job satisfaction is important in order to employ and retain committed school counselors and ensure that students are receiving high quality services. Participants included 255 middle school counselors working in Virginia. Using a demographic survey and a modified version of the Minnesota Satisfaction Questionnaire (MSQ) (Weiss, Dawis, England, & Lofquist, 1967), the following research questions were investigated: What is the overall job satisfaction level of Virginia middle school counselors? What degree of job satisfaction is expressed by Virginia middle school counselors in regard to each of the 20 dimensions of job satisfaction as measured by the modified MSQ? What is the relationship between selected demographic variables and work setting characteristics with the overall job satisfaction of middle school counselors in Virginia? How does the level of job satisfaction of Virginia middle school counselors compare with the level of job satisfaction for Virginia elementary school counselors in 1990, 1995, and 2001? Does the current political and social climate of the public educational system affect middle school counselors' feelings regarding their jobs and performance? Analysis determined that 92.9% of participants were satisfied with their current jobs, with social service being the area of greatest satisfaction and compensation being the area of least satisfaction. Only 7.1% of participants were dissatisfied. These findings are similar to those found in 1990, 1995, and 2001. Using a regression model, the three demographic variables of gender, licensure, and intent to remain in the position, were found to be significant predictors of overall job satisfaction. Female counselors who held a Postgraduate Professional license and intended to remain in their current position for the next five years were more satisfied than other participants. Qualitative responses indicated that middle school counselors were most affected by the current political climate in regard to standardized testing, while the social climate affected counselors in regard to the difficult challenges faced by students. The greatest impediment to the participants'preferred role was an excess of noncounseling duties, while administrators and principals provided the greatest support. Overall, the results from this study revealed that middle school counselors in Virginia were satisfied with their jobs.<br>Ph. D.

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DeMato, Doris S. "Job Satisfaction Among Elementary School Counselors in Virginia: Thirteen Years Later." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28964.

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This study was conducted to determine the current job satisfaction level of elementary school counselors in Virginia and compare it with elementary school counselors surveyed in 1995 and 1988. At the time of the 1988 survey, the Virginia Board of Education had passed a resolution to phase elementary guidance and counseling programs into the public schools over a four-year period beginning in the 1986-1987 school year. The elementary school counseling program was in full effect when the 1995 survey was conducted. In 2001 the program was no longer state mandated, but instead was a local option to be determined by school boards. An array of social and political changes have taken place since the first two studies were conducted by Kirk (1988) and Murray (1995) that may have impacted how satisfied counselors in Virginia are with their jobs. Because the job satisfaction level of elementary school counselors in Virginia in 2001 was undetermined, this study was undertaken . Two mailed questionnaires were used to collect the data. An Individual Information Form (IIF) and a modified version of the Minnesota SatisfactionQuestionnaire (MSQ) were sent to 444 elementary school counselors who were members of the Virginia School Counselor Association. The total response rate was 76.35%. In the current study, 90.9% of counselors surveyed indicated they were either satisfied or very satisfied with their jobs, while 9.1% were very dissatisfied or dissatisfied. Of the 20 aspects of work measured by the MSQ, counselors only indicated dissatisfaction with the compensation area. The two demographic variables of educational degree status and counselors' intent to remain in the current position were found to be predictors of job satisfaction for counselors in 2001. A majority of all counselors in the 2001 study responded affirmative to whether the current social and political climate affected their feelings about their jobs. Counselors expressed feeling dissatisfaction with the lack of a state mandated counseling program and feeling stress and pressure from conflicting role expectations and demands. Compared to counselors surveyed in 1995 and 1988, the overall level of job satisfaction in 2001 is similar. There were six areas of counselors' jobs that produced the most satisfaction in all three studies although the order varied somewhat. These areas were social service, moral values, creativity, activity, variety, and ability utilization. In all three studies, counselors were the least satisfied with the same three areas which included compensation, company policies, and advancement. Job security was the fourth area producing the most dissatisfaction in both the 2001 and 1995 studies, while it was eighth in 1988. There was an increase of about 5% in the number of counselors who are dissatisfied with their jobs in 2001 compared to 1995 and about a 2% increase from 1988. There has been a slight increase across all three studies in the percentage of counselors who are very satisfied with their jobs.<br>Ph. D.

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Tinsley, Vasanne Sheree. "The effects of role conflict, educational policy and perceived effectiveness on the job satisfaction of the elementary school counselor." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2003. http://digitalcommons.auctr.edu/dissertations/1370.

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The study examines the relationship between role conflict, educational policy and perception of effectiveness as it relates to the job satisfaction of the elementary school counselor. The independent variables in the study were role conflict, educational policy, perception of effectiveness and counselor demographics. The dependent variable was the job satisfaction of the elementary school counselor. A quantitative survey was distributed to 114 elementary school counselors within a metropolitan Atlanta school system. Seventy-six elementary school counselors responded to the survey via U.S. mail. The results of the study indicate that there is a significant relationship between the job satisfaction of the elementary school counselor and educational policy. There also is a significant relationship between the job satisfaction of the elementary school counselor and perception of effectiveness. Three stepwise regression analyses indicated that there are factors related to each independent variable that impact job satisfaction. Based on the results of the study, it is recommended that a restructuring of the supervisory hierarchy for elementary school counselors within the school system occur to allow for monitoring of the duties of the school counselor. Educational policy should be developed on the local school level to support mandates presented in Georgia's House Bill 1187. Lastly, clarification of the elementary school counselor role statement and job description on the state and local levels should occur to ensure that role conflict does not impact counselor job performance.

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Books on the topic "School Counselor Job Satisfaction"

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Teacher morale, job satisfaction, and motivation. P. Chapman Pub., 1998.

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Boynton, Kimberly A. Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492.

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Association, Canadian Education. Teacher recruitment and retention: How Canadian school boards attract teachers : a report. The Association, 1992.

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How was your day at school?: Improving dialogue about teacher job satisfaction. Search Institute Press, 2008.

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School codes and teachers' work: Three studies on teacher work contexts. CWK Gleerup, 1985.

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Sorrells, William. For teachers only: Personal and confidential-- the secret files of a veteran teacher. R & E Publishers, 1991.

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Job satisfaction in teaching, does gender matter?: A study on primary schools in Bangladesh. Osder Publications, 2007.

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The teacher's ultimate planning guide: How to achieve a successful school year and thriving teaching career. Corwin Press, 2002.

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Alan, Bullock. Meeting teachers' management needs. Peter Francis, 1988.

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Jusoh, Nawi Bin. An investigation into the factors influencing job-satisfaction among a group of Malaysian secondary school teachers. University of Birmingham, 1989.

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Book chapters on the topic "School Counselor Job Satisfaction"

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Boynton, Kimberly A. "Facet-Based Job Satisfaction." In Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492-5.

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Boynton, Kimberly A. "Professional Experience and Job Satisfaction." In Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492-6.

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Boynton, Kimberly A. "School-Based Speech-Language Pathologist Job Satisfaction." In Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492-4.

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Mu, Hong-Hua, Mi Wang, Hong-Yun Liu, and Yong-Mei Hu. "Influential Factors of China’s Elementary School Teachers’ Job Satisfaction." In Quantitative Psychology Research. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38759-8_26.

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Boynton, Kimberly A. "Understanding Speech-Language Pathology Practice in the Educational Setting." In Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492-2.

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Boynton, Kimberly A. "Introduction." In Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492-1.

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Boynton, Kimberly A. "Research to Practice." In Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492-7.

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Boynton, Kimberly A. "Understanding Motivating Factors to Support Speech-Language Pathology Job Satisfaction." In Job Satisfaction of School-Based Speech-Language Pathologists. Routledge, 2021. http://dx.doi.org/10.4324/9781003098492-3.

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Schudel, Kai, and Katharina Maag Merki. "Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_6.

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AbstractSchool improvement research is faced with a school teaching staff, which is not a simple homogeneous entity. The compositional attributes of the teaching staff – such as diversity – can have a crucial influence on school processes. Whether the teaching staff is highly fractured, consists of sharply dissociated subgroups, or has shared beliefs, affects the adoption of school improvement programs differently. However, school improvement research has not yet taken into account what different compositions of the teaching staff mean from a methodological viewpoint. It is true that the use of multilevel analysis is standard in school improvement research and that it considers nested school data. However, this method alone only takes averaged measures of teaching staffs into consideration but not their different compositions. In this contribution, we argue that school improvement research has to consider, theoretically and methodologically, how compositional attributes of the teaching staff can be conceptualized. We first discuss some advancements in the conceptualization of group composition from research on small groups and organizations. We then incorporate suggestions for different diversity typologies from small group research to describe the compositional attributes of the teaching staff. Additionally, we address how the composition of the teaching staff influences each teacher differently, depending on the specific position a teacher has within the teaching staff. We further suggest incorporating the Group Actor-Partner Interdependence Model (GAPIM; Kenny, DA, Garcia RL, Small Group Res 43:468–496, 2012) as a methodological approach for assessing these compositional influences. In addition to classic multilevel analysis, the GAPIM also considers the effects of the other teachers on staff and the similarity and dissimilarity of a teacher to the other members of the teaching staff. Finally, we illustrate the possibilities of the theoretical and methodological endorsements discussed by applying the GAPIM to a data set of 37 German upper secondary schools by way of example. We show that a teacher’s job satisfaction is not only influenced by their individual and collective teacher self-efficacy but also by positional effects: The similarity of a teacher to the other teachers on staff and the similarity among the other members of the teaching staff have additional influences on job satisfaction.

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Nord, Christina. "Job Satisfaction Through Diverse Collaboration: I Slipped into the Best Career Ever." In Effective School Librarianship. Apple Academic Press, 2018. http://dx.doi.org/10.1201/b22444-9.

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Conference papers on the topic "School Counselor Job Satisfaction"

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Mufidatun, Ikhtiarisca Olifia, Didik Gunawan Tamtomo, and Bhisma Murti. "The Influence of Job Satisfaction and Organization Commitment on the Performance of Family Planning Counselors in Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.50.

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ABSTRACT Background: Theoretically, organizational commitment mediates the relationship between job satisfaction and job performance. An organization with more satisfied employees tends to be more effective and productive. The purpose of this study was to investigate the influence of job satisfaction and organization commitment on the performance of family planning counselors in Yogyakarta. Subjects and Method: A cross sectional study was conducted at 50 family planning counselor offices in Yogyakarta, from January to February 2020. A sample of 200 family planning counselors was selected by stratified random sampling. The dependent variable was job performance. The independent variables were job satisfaction and organizational commitment. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Family planning counselor who had good job performance was 57.00%, high job satisfaction was 64.50%, and high commitment was 45.50%. Family planning counselor job performance increased with high satisfaction (OR= 8.84; 95% CI= 1.49 to 3.22; p<0.001) and strong organizational commitment (OR= 4.84; 95% CI= 0.89 to 2.47; p<0.001). Conclusion: Family planning counselor job performance increases with high satisfaction and strong organizational commitment. Keywords: job performance job satisfaction, organization commitment Correspondence: Ikhtiarisca Olifia Mufidatun. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: riscaolifia@gmail.com. Mobile: +6282220030006. DOI: https://doi.org/10.26911/the7thicph.04.50

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Gunarto, Hendro, and Falih Suaedi. "The Influence of Job Motivation and Job Environment Toward Job Satisfaction of Employee in the Resources Directorate of Universitas Airlangga." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007550407250731.

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Fauziannisa, Maindra, Badri Munir Sukoco, and Dewi Retno Suminar. "The Influence of Job Security, Organizational Support, and Psychological Contract on Job Satisfaction in Organization X." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007538801330136.

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Kaseorg, Merike, and Krista Uibu. "Factors Influencing Job Satisfaction of Estonian Primary School Teachers." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.9.

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Agung Trisliatanto, Dimas, Tan Evan Tandiyono, Dimaz Ganjar Harry Pradana, Pristiandi Teguh Cahya, and Nur Anilawati. "Job Satisfaction and Job Motivation Toward Performance Through Organizational Commitment." In 1st International Conference Postgraduate School Universitas Airlangga : "Implementation of Climate Change Agreement to Meet Sustainable Development Goals" (ICPSUAS 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icpsuas-17.2018.14.

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Murwaningsih, T., Wahjoedi Wahjoedi, H. Wahyono, and B. Soetjipto. "Job Satisfaction: Mediating Variable of Vocational High School Teacher’s Performance." In Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.29-8-2019.2289120.

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"Research on Job Satisfaction of Primary and Secondary School PE Teachers." In 2018 International Conference on Education Technology, Economic Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etemss.2018.1643.

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Perte, Andra-Maria. "Job Satisfaction And Self-Esteem For Primary School And Kindergarten Teachers." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.63.

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Agung, Anak Agung Gede, and Ni Putu Aryantini. "The Contribution of School Management and Job Satisfaction to Teacher Performance." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.158.

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Daryanto, Eka, Syaiful Sagala, and M. Badiran. "An Assessment on Vocational School Teachers Job Satisfaction in Province of North Sumatera." In 3rd UPI International Conference on Technical and Vocational Education and Training. Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.14.

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Reports on the topic "School Counselor Job Satisfaction"

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Borquist, Linda. Job Satisfaction of Administrators in a Public Suburban School District. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.488.

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Masciocchi, Jeradean. Job Satisfaction of Classified Employees in a Public Suburban School District. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1271.

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Scott-Miller, Susan. An investigation of the relationship between biographical characteristics and job satisfaction among middle school teachers in four suburban school districts. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.405.

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