The present study is a mixed-methods research on secondary-school teachers’ perceptions of job resources in schools in an area of the Midlands in the UK. Taking into consideration psychological research into job resources, an analysis was carried out that included the results of a factor-analysis of 13 items extracted and partially adapted from Bowen et al.’s (2007) assessment tool of schools as learning organizations. The results of this factor analysis matched the factorial structure of the original instrument confirming the existence of two interrelated factors ‘’action’’ and ‘’sentiment’’ of schools as learning organizations. Furthermore, the internal reliability for both factors and their sub-scales was a = >.70. Moreover, significant differences were found on participants’ scores based on their identification (or not) of certain school activities/arrangements in their schools, as well as based on individual characteristics (gender, age, years of teaching responsibilities, years of organizational/managerial responsibilities). Finally, the contribution of those results for psychological and educational research on teachers’ job resources is discussed along with the study’s limitations.
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In-Text Citation: (Armaou & Antoniou, 2018)
To Cite this Article: Armaou, M., & Antoniou, A.-S. (2018). Secondary School Teachers’ Perceptions of Job Resources in Learning Organizations. Multilingual Academic Journal of Education and Social Sciences, 6(1), 141–157.
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