Fiche du document
2020
- handle: 10670/1.x9jwra
- halshs: halshs-02933493
- doi: 10.1080/09645292.2020.1811839
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.1080/09645292.2020.1811839
info:eu-repo/semantics/OpenAccess
Mots-clés
lower secondary education gender diversity job satisfaction Teachers I - Health, Education, and Welfare/I.I2 - Education and Research Institutions/I.I2.I21 - Analysis of Education J - Labor and Demographic Economics/J.J1 - Demographic Economics/J.J1.J16 - Economics of Gender • Non-labor Discrimination J - Labor and Demographic Economics/J.J2 - Demand and Supply of Labor/J.J2.J28 - Safety • Job Satisfaction • Related Public PolicySujets proches
Satisfaction, Job Work satisfaction Occupational satisfaction Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Gérard Lassibille et al., « Teachers’ job satisfaction and gender imbalance at school », HAL-SHS : sciences de l'éducation, ID : 10.1080/09645292.2020.1811839
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Résumé
The paper aims to evaluate and compare across a large range of countries the impact of gender diversity on the overall job satisfaction of lower-secondary education teachers. It also seeks to examine whether the effects of gender similarity are asymmetrical for men and women. Theempirical evidence is based on the estimation of multilevel models that control for individual characteristics, work-related factors, and schoolbasedvariables. The results may be suggestive for policy makers and educational planners who are initiating interventions designed to promote diversity within the education system and to remasculinize the teaching profession.