Job satisfaction and professional development among teachers working under two parallel top-down reforms

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teacher Development Pub Date : 2023-02-03 DOI:10.1080/13664530.2023.2169748

Yael Grinshtain, Orit Avidov Ungar, Eliza Barenboim

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Abstract

ABSTRACT 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.

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两种平行自上而下改革下教师的工作满意度和专业发展

随着对改善教育系统的需求不断增加，针对教师工作条件和新的专业发展政策进行了“自上而下”的改革。本研究旨在探讨两项改革并行下受聘教师的工作满意度与专业发展。对在两项改革下同时工作的20名教师进行了半结构化访谈。基于以内容为中心的分析技术，我们确定了与教师工作满意度相关的四个主题:工作量和多任务;内在的满足感;个人身份与职业身份之间的斗争;还有“破碎的”例行公事。此外，还发现了有关专业发展的三个主题:强迫和有限;不自然的，与能量场脱节的;而工作量排除是一个深刻的过程。综合考虑这些主题，我们发现了三种教师形象:赞美的、流动的和痛苦的。研究结果的影响和意义将进一步讨论。

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来源期刊

Teacher Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.10

自引率

8.30%

发文量

期刊介绍： Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.