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ERIC Number: EJ1384821
Record Type: Journal
Publication Date: 2023
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: EISSN-1747-5120
Job Satisfaction and Professional Development among Teachers Working under Two Parallel Top-Down Reforms
Grinshtain, Yael; Avidov Ungar, Orit; Barenboim, Eliza
Teacher Development, v27 n2 p214-233 2023
Following the increasing demand to improve educational systems, 'top-down' reforms were developed targeting teachers' work conditions alongside new professional development policy. The current study aimed to examine the perceptions of teachers who are employed under two reforms in parallel, regarding their job satisfaction and professional development. Semi-structured interviews were conducted with 20 teachers who work simultaneously under the two reforms. Based on analysis technique that focuses on content, four themes related to teachers' job satisfaction were identified: workload and multiple tasks; inherent satisfaction; the struggle between personal and professional identities; and 'broken' routine. In addition, three themes regarding professional development were found: forced and limited; unnatural and disconnected to the field; and workload as ruling out a profound process. Taking all the themes into consideration, three portraits of teachers were found: the praising, the flowing, and the embittered. Implications and meaning of the findings will be further discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A