ERIC Number: EJ744204
Record Type: Journal
Publication Date: 2005-Jan
Pages: 27
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0920-525X
EISSN: N/A
Standards-Based Evaluation and Teacher Career Satisfaction: A Structural Equation Modeling Analysis
Conley, Sharon; Muncey, Donna E.; You, Sukkyung
Journal of Personnel Evaluation in Education, v18 n1 p39-65 Jan 2005
Structural equation modeling was used to assess the plausibility of a conceptual model specifying hypothesized linkages among perceptions of characteristics of standards-based evaluation, work environment mediators, and career satisfaction and other outcomes. Four comprehensive high schools located in two neighboring counties in southern California provided the data for this study. The schools' districts had recently developed and implemented evaluation systems based on six California Standards for the Teaching Profession generated in 1997. One hundred and seventy-eight teachers responded to survey questions designed to capture the following constructs: understandable/relevant standards, satisfactory/helpful evaluation, role ambiguity, effort performance-rating linkage, work criteria autonomy, career satisfaction, organizational commitment, and perceptions of the effectiveness of the evaluation system. Confirmatory factor analysis was used to assess whether the items measuring evaluation fit two hypothesized constructs. Structural equation modeling results indicated that there are two mediators in the evaluation-career satisfaction relationship: role ambiguity and work criteria autonomy.
Descriptors: Evaluation Criteria, Job Satisfaction, Structural Equation Models, Work Environment, High Schools, Teaching (Occupation), Teacher Surveys, Secondary School Teachers, Construct Validity, Factor Analysis, Professional Autonomy, Teacher Evaluation, Teacher Attitudes, State Standards, Teacher Role
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://bibliotheek.ehb.be:2189
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A