The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Teacher Satisfaction, Research Engagement, and the Conceptualization of Research From In-Service English Teachers' Perspectives
Abstract
This chapter reports a mixed-methods study that aimed to explore in-service English teachers' job satisfaction and research engagement in Turkey and reveal whether these two constructs are related. The study also attempted to understand reasons behind the frequency of teacher research engagement. The data were collected from 2,476 teachers through an online questionnaire. The quantitative data was analysed using descriptive statistics, and Pearson's correlations; the qualitative data were analysed through content analysis. Most of the participants were satisfied with being teachers but were not satisfied with their teaching practices. Positive correlation was found between reading research, doing research, and job satisfaction. The frequencies of doing research and reading research were not in agreement, in that participants reported to do research more frequently than they read research. Participants equated doing research with studying English. This shows that most in-service English teachers are not aware of the construct teacher as a researcher.
Related Content
|
Serra De Arment, Taryn Goodwin Traylor.
© 2024.
24 pages.
|
|
Kara Rosenblatt, Adriana Frates, Haidee Jackson.
© 2024.
29 pages.
|
|
Sarah Southey, Todd Simkover.
© 2024.
25 pages.
|
|
Tori Jesse.
© 2024.
21 pages.
|
|
Laura K. Sibbald, Carol Rogers-Shaw, Karen Krainz-Edison, Sara Sanders Gardner, Cindy Lowman-Stieby.
© 2024.
23 pages.
|
|
Marilyn Keller, Ambra E. Sherrod.
© 2024.
22 pages.
|
|
Gretchen Stewart, Elizabeth Doone.
© 2024.
35 pages.
|
|
|