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The role of teacher and faculty trust in forming teachers' job satisfaction: Do years of experience make a difference?
ARTICLE

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TATE Volume 28, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust–satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in students, parents, colleagues, and the principal and satisfaction. Although faculty trust did not affect job satisfaction and teaching experience did not moderate the trust–satisfaction relationship, our findings highlight the social dimension of teaching. Improving the quality of teachers' social relationships in the workplace should enhance their job satisfaction.

Citation

Van Maele, D. & Van Houtte, M. (2012). The role of teacher and faculty trust in forming teachers' job satisfaction: Do years of experience make a difference?. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 879-889. Elsevier Ltd. Retrieved February 29, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.04.001

Keywords