An exploration of the interconnectedness between \nelementary teacher job satisfaction, school culture and \nstudent achievement: a study in two Canadian elementary schools
Notice bibliographique
Résumé
This research study aimed to explore the interconnectedness between the job satisfaction of elementary teachers, school culture and student achievement. This study focused on the inter-relationship factors between elementary teacher job satisfaction and school culture. Further it examined the nature of the relational factors of school culture and elementary teacher job satisfaction that contribute to or hinder student achievement. \n \nThe school sites that participated in this research study were two high-performing elementary schools in Ontario, Canada (Junior Kindergarten to Grade 6), one from a lower socio-economic area and one from a middle to upper-middle socio-economic area. The principals and elementary teachers from these two schools were the participants in this research study. \n \nBy employing a sequential mixed-methodological approach, this research study looked at how collaborative school cultures conducive to learning affect teacher job satisfaction and motivation, which has the potential to contribute to student outcomes. The study used the mixed quantitative and qualitative data within the interpretivist perspective. This perspective helped to determine principals’ and elementary teachers’ views of how they perceive job satisfaction in relation to the school’s culture as well as their thoughts on the effect these two factors have on student achievement. \n \nThe findings of this research study led to a realization that elementary teacher participants are intrinsically motivated and have high levels of job satisfaction due to caring and collaborative relationships formed at work. The findings of this research study also indicated that both elementary teachers and principals enjoy autonomy as well as collaboration in their work settings which further ensures integrity and loyalty regarding their own careers and the careers of their colleagues. The significance of this research study has further emphasized the importance of collective action and distributed leadership (parallel leadership) on behalf of both elementary teachers and principals in order to sustain change and to further enhance student learning outcomes. This research study constructed a Cultural-Relational Leadership (CRL) model to further explain the relationship between elementary teacher job satisfaction, school culture and student achievement. The diagram below, (Figure I) outlines the model that emerged. The CRL Model is further discussed in Chapter seven of this research study.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,004 |
| Études des sciences et des technologies | 0,018 | 0,004 |
| Communication savante | 0,005 | 0,001 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».