Core self-evaluations

About: Core self-evaluations is a research topic. Over the lifetime, 1483 publications have been published within this topic receiving 95787 citations.

Relationship between personality traits, job satisfaction, and job involvement among Taiwanese community health volunteers.

Abstract: Objective: To understand the relationship between job involvement, job satisfaction, and personality traits among health volunteers in one Taiwan community. It is not easy to retain voluntary workers as part of health programs even though they have been trained. Previous research has shown that in order to increase job involvement, volunteers must effectively fulfill their needs to achieve and obtain job satisfaction. Design and sample: Cross-sectional design. Surveys were mailed to 317 health volunteers at community health centers in I-lan County, northern Taiwan; 213 complete responses (67%) were received. Methods: The survey instrument included sociodemographic items and scales measuring locus of control, achievement orientation, job involvement, and job satisfaction. Results: Most respondents (94.8%) were female and their average age was 49.6 years. In terms of personality traits, most volunteers showed internal control orientation. Explainable variance for the prediction of job involvement from a combination of participation frequency, on-job training, achievement orientation, and job satisfaction was 33.6%. Conclusions: The results suggest that there is a need to strengthen cooperative relationships among volunteers by initiating well-planned volunteer training programs and growth groups. These should involve the empowerment concept with the aim of enhancing the volunteers' interpersonal relationships and job satisfaction.

Understanding Job Satisfaction and Its Relationship to Student Academic Performance

Abstract: In this era of high accountability, schools have engaged in various programs and practices to improve student academic performance and to meet Adequate Yearly Progress (AYP) goals. Educator job satisfaction has an impact on student achievement (Brookover & Lezotte, 1979; Latham, 1998; Mertler, 2002; Rutter, 1981; Wynne, 1980), but according to some researchers, the relationship of satisfaction to productivity is not as straightforward as often assumed (Bowling, 2007). In the study of organizational behavior, job satisfaction is the most frequently investigated variable (Spector, 1997). It is studied so frequently because attitudes and feelings affect the behavior of employees and, thus, potentially contribute to the organization's successes or failures. Understanding and measuring the job satisfaction of teachers in schools is particularly important, as it is known that teachers who experience prolonged job stress (i.e., lack of job satisfaction) tend to have weaker relationships with the students, leading to an increase in classroom management problems (Burke, Greenglass, & Schwarzer, 1996).In the late 20th century, debate surfaced among scholars studying the definition of job satisfaction. Researchers found differences among definitional constructs related to the evaluation of jobs, beliefs about jobs, and affective experiences (Weiss, 2002). Cranny, Smith, and Stone (1992) studied the differing ways job satisfaction was defined and, as a result of their analysis, defined job satisfaction as "an affective (that is, emotional) reaction to one's job, resulting from the incumbent's comparison of actual outcomes with those that are desired (expected, deserved, and so on)" (p. 1). More simply, job satisfaction is generally defined as the feelings people have about their jobs.Why is job satisfaction in the field of education so important? A study of Los Angeles teachers found that teachers scored twice as high on a depression scale than people in various other careers (Beer & Beer, 1992). The teachers reported dissatisfaction with their jobs as a primary contributor toward their negative feelings. Increasing teacher job satisfaction can improve teacher retention and encourage the best prospects to enter the field. Teachers with high job satisfaction are more likely to want to improve their teaching efforts and to engage in continuing education. In short, teacher job satisfaction is a controllable factor that school and district administrators need to measure and understand to sustain a productive and satisfied faculty (Latham, 1998; Mertler, 2002).Teacher retention is correlated with job satisfaction (Houchins, Shippen, & Cattret, 2004), and attrition rates are a serious concern for public education. The cumulative attrition rate is approximately 46% by the end of five years of teaching-meaning that nearly half of teachers leave the profession after only five years on the job (Colgan, 2004). It is no secret that when principals struggle with recruiting, hiring, and retaining good teachers, both time and money are lost (Stockard & Lehman, 2004).Instruments that measure job satisfaction and the factors they measureQuestions on a variety of job satisfaction surveys relate to pay, work responsibilities, task variety, opportunities for promotion, the work itself, and coworkers. Other key factors include general well-being, stress at work, control at work, the home-work interface, and working conditions. Some researchers divide the variables into environmental and individual factors. Environmental factors include such things as communication overload or underload and superior-subordinate communication, while individual factors include a worker's emotions, genetics, and personality.There are numerous instruments for measuring job satisfaction. One that has been widely used is the Job Descriptive Index (JDI) (Smith, Kendall, & Hulin, 1969), which measures satisfaction as it relates to pay, promotion, coworkers, supervision, and the work itself. …

Autonomy and job satisfaction for a sample of Greek teachers

Abstract: Analysing the relation between Job Satisfaction and Autonomy in a sample of 300 Greek teachers (114 men and 186 women, 28 to 59 years old) from primary and secondary schools, showed statistically significant positive correlations between Job Satisfaction and Autonomy. Particularly, Autonomy was correlated with Job Itself (.21), Supervision (.22), and the Organizational as a Whole (.27), aspects of Job Satisfaction. Findings are in line with previous studies conducted in different cultural contexts. Percent common variance accounted for is small.

Job characteristics, core self-evaluations, and job satisfaction: what's age got to do with it?

Abstract: There is a well-established relationship between age and job satisfaction. To date, there is little research about how many well-known predictors of job satisfaction, specifically job characteristics and core self-evaluations, may vary with age. Using a multi-worksite sample of 1,873 employed adults aged 17 to 81, this study evaluated the extent to which several job characteristics and core self-evaluations varied in their relationships with job satisfaction for workers of different ages. Findings suggest that the positive relationships between job satisfaction and skill variety, autonomy, and friendship weaken as employee age increases, while the positive relationships between job satisfaction and dealing with others, task identity, task significance, feedback, and core self-evaluations did not vary with age. The findings extend previous research by examining how the factors important for job satisfaction vary for employees of different ages.