References
- Arnolds, C. A., & Boshoff, C. (2002). Compensation, esteem valence and job performance: An empirical assessment of Alderfer’s ERG theory. The International Journal of Human Resource Management, 13, 697–719.10.1080/09585190210125868
- Bantz, C. R. (1993). Understanding organizations: Interpreting organizational communication cultures. Columbia: University of South Carolina Press.
- Battilana, J., Gilmartin, M., Sengul, M., Pache, A., & Alexander, J. A. (2010). Leadership competencies for implementing planned organizational change. The Leadership Quarterly, 21, 422–438.10.1016/j.leaqua.2010.03.007
- Bogler, R., & Nir, A. E. (2012). The importance of teachers’ perceived organizational support to job satisfaction. Journal of Educational Administration, 50, 287–306.10.1108/09578231211223310
- Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48, 303–333.10.3102/0002831210380788
- Butts, M. M., Vandenberg, R. J., DeJoy, D. M., Schaffer, B. S., & Wilson, M. G. (2009). Individual reactions to high involvement work processes: Investigating the role of empowerment and perceived organizational support. Journal of Occupational Health Psychology, 14, 122–136.10.1037/a0014114
- Cawyer, C. S., & Friedrich, G. W. (1998). Organizational socialization: Processes for new communication faculty. Communication Education, 47, 234–245.10.1080/03634529809379128
- Chaplain, R. P. (1995). Stress and job satisfaction: A study of English primary school teachers. Educational Psychology, 15, 473–489.10.1080/0144341950150409
- Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34, 29–46.
- De Nobile, J. (2015). The directive communication of Australian primary school principals. International Journal of Leadership in Education, 18, 239–258.
- De Nobile, J., & McCormick, J. (2008). Organizational communication and job satisfaction in Australian catholic primary schools. Educational Management Administration and Leadership, 36, 101–122.10.1177/1741143207084063
- De Nobile, J., McCormick, J., & Hoekman, K. (2013). Organizational communication and occupational stress in Australian Catholic primary schools. Journal of Educational Administration, 51, 744–767.
- Dwyer, J. (2009). The business communication handbook (8th ed.). Frenchs Forest: Pearson.
- Evans, L. (1998). Teacher morale, job satisfaction and motivation. London: Paul Chapman Publishing.
- Gaertner, S. (2000). Structural determinants of job satisfaction and organizational commitment in turnover models. Human Resource Management Review, 9, 479–493.
- Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NY: Pearson Education.
- Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Englewood Cliffs, NY: Prentice Hall.
- Herzberg, F. (1968). One more time: How do you motivate employees? Harvard Business Review, 46, 53–62.
- Hoy, W. K., & Miskel, C. G. (2012). Educational administration: Theory, research, and practice (9th ed.). New York, NY: McGraw-Hill.
- Hulpia, H., Devos, G., & Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers’ and teacher leaders’ job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20, 291–317.10.1080/09243450902909840
- Hutcheson, G. D., & Sofroniou, N. (1999). The multivariate social scientist: Introductory statistics using generalized linear models. London: Sage.
- Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A. M., Pearce, J., & Hunter, J. (2010, July). Conditions that support early career teacher resilience. Refereed paper presented at the Australian Teacher Education Association Conference, Townsville.
- Joint Committee of Inquiry into Teacher Stress. (1987). Teacher stress: Summary report. Perth: Department of Education Western Australia.
- Jones, N., Youngs, P., & Frank, K. (2013). The role of school-based colleagues in shaping the commitment of novice special and general education teachers. Exceptional Children, 79, 365–383.
- Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31, 843–856.10.1080/01443410.2011.608650
- Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33, 235–261.10.3102/0162373711398128
- Lester, P. E., & Bishop, L. K. (2000). Handbook of tests and measurement in education and the social sciences (2nd ed.). Lanham, MD: The Scarecrow Press.
- Long, J. (1997). The dark side of mentoring. The Australian Educational Researcher, 24, 115–133.10.1007/BF03219650
- Marsh, C., Clarke, M., & Pittaway, S. (2014). Becoming a teacher (6th ed.). Frenchs Forest: Pearson.
- McInerney, D. M., Ganotice, F. A., King, R. B., Morin, A. J. S., & Marsh, H. W. (2015). Teachers’ commitment and psychological wellbeing: Implications of self-beliefs for teaching in Hong Kong. Educational Psychology, 35, 926–945.
- Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1, 61–89.10.1016/1053-4822(91)90011-Z
- Meyer, J. P., Becker, T. E., & Vandenberghe, C. (2004). Employee commitment and motivation: A conceptual analysis and integrative model. Journal of Applied Psychology, 89, 991–1007.10.1037/0021-9010.89.6.991
- Miao, R., & Kim, H. (2010). Perceived organizational support, job satisfaction and employee performance: A Chinese empirical study. Journal of Service Science & Management, 3, 257–264.
- Miller, K. (2015). Organizational communication: Approaches and processes (7th ed.). Stamford, CT: Cengage Learning.
- Morrow, P. C. (2011). Managing organizational commitment: Insights from longitudinal research. Journal of Vocational Behavior, 79, 18–35.10.1016/j.jvb.2010.12.008
- Morrow, P. C., & Wirth, R. E. (1989). Work commitment among salaried professionals. Journal of Vocational Behavior, 34, 40–56.10.1016/0001-8791(89)90063-8
- Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224–247.10.1016/0001-8791(79)90072-1
- Muchinsky, P. M. (2009). Psychology applied to work (9th ed.). Summerfield: Hypergraphic Press.
- OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: Author.
- Pettit, J. D., Goris, J. R., & Vaught, B. C. (1997). An examination of organizational communication as a moderator of the relationship between job performance and job satisfaction. Journal of Business Communication, 34, 81–98.10.1177/002194369703400105
- Pogodzinski, B., Youngs, P., & Frank, K. (2013). Collegial climate and novice teachers’ intent to remain teaching. American Journal of Education, 120, 27–54.10.1086/673123
- Pogodzinski, B., Youngs, P., Frank, K., & Belman, D. (2012). Administrative climate and novices’ intent to remain teaching. The Elementary School Journal, 113, 252–275.10.1086/667725
- Pol, M., Hlouskova, L., Novotny, P., Vaclavikova, E., & Zounek, J. (2005). School culture as an object of research. New Educational Review, 5, 147–165.
- Rajesh, J. I., & Suganthi, L. (2013). The satisfaction of teachers with their supervisors’ interpersonal communication skills in relation to job burn-out and growth satisfaction in southern India. Management in Education, 27, 128–137.10.1177/0892020613498521
- Ray, E. B. (1990). Assessing the ties that bind: Social support versus isolation in communication networks. In B. D. Sypher (Ed.), Case studies in organizational communication (pp. 150–160). New York, NY: Guildford Press.
- Rogers, D. P. (1987). The development of a measure of perceived communication openness. Journal of Business Communication, 24, 53–61.10.1177/002194368702400404
- Scott, C. R., Connaughton, S. L., Diaz-Saenz, H. R., Maguire, K., Ramirez, R., Richardson, B., … Morgan, D. (1999). The impacts of communication and multiple identifications on intent to leave: A multimethodological exploration. Management Communication Quarterly, 12, 400–435.10.1177/0893318999123002
- Scott, C., Cox, S., & Dinham, S. (1999). The occupational motivation, satisfaction and health of English school teachers. Educational Psychology, 19, 287–308.10.1080/0144341990190304
- Scott-Ladd, B., Travaglione, A., & Marshall, V. (2006). Causal inferences between participation in decision making, task attributes, work effort, rewards, job satisfaction and commitment. Leadership & Organization Development Journal, 27, 399–414.
- Siegle, D. D., McCoach, D. B., & Shea, K. (2014). Applying the achievement orientation model to the job satisfaction of teachers of the gifted. Roeper Review, 36, 210–220.10.1080/02783193.2014.945219
- Shen, J., Leslie, J. M., Spybrook, J. K., & Ma, X. (2012). Are principal background and school processes related to teacher job satisfaction? A multilevel study using schools and staffing survey 2003–04. American Educational Research Journal, 49, 200–230.10.3102/0002831211419949
- Singh, K., & Billingsley, B. S. (1998). Professional support and its effects on teachers' commitment. The Journal of Educational Research, 91, 229–239.10.1080/00220679809597548
- Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41, 681–714.10.3102/00028312041003681
- Somech, A., & Bogler, R. (2002). Antecedents and consequences of teacher organizational and professional commitment. Educational Administration Quarterly, 38, 555–577.10.1177/001316102237672
- Spector, P. E. (2008). Industrial and organizational psychology (5th ed.). Hoboken: John Wiley & Sons.
- Stage, C. W. (1999). Negotiating organizational communication cultures in American subsidiaries doing business in Thailand. Management Communication Quarterly, 13, 245–280.10.1177/0893318999132003
- Stohl, C., & Cheney, G. (2001). Participatory processes/paradoxical practices: Communication and the dilemmas of organizational democracy. Management Communication Quarterly, 14, 349–407.10.1177/0893318901143001
- Trent, J. (2012). Becoming a teacher: the identity construction experiences of beginning English language teachers in Hong Kong. The Australian Educational Researcher, 39, 363–383.10.1007/s13384-012-0067-7
- Trombetta, J. J., & Rogers, D. P. (1988). Communication climate, job satisfaction, and organizational commitment: The effects of information adequacy, communication openness, and decision participation. Management Communication Quarterly, 1, 494–514.10.1177/0893318988001004003
- Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55–65.10.1016/j.tate.2013.01.005
- Wilson, S. (2002). Student participation and school culture: A secondary school case study. Australian Journal of Education, 46, 79–102.10.1177/000494410204600107