Abstract:
This study examined the moderating effects of locus of
control on core job dimensions (skill variety, task identity,
task significance, autonomy, feedback) and job satisfaction.
Survey data were collected from 1995 educators in Southern Ontario.
When core job dimensions were perceived to be high, job
satisfaction scores were high. The converse relationship was also
true; when core job dimensions were perceived to be low, job
satisfaction scores were also low.
As well, the investigation explored the effect of educators'
locus of control of reinforcement on the relationship between core
job dimensions and job satisfaction. Internals (N = 483-486)
perceived more skill variety, more task identity, more task
significance, more autonomy, more feedback and greater job
satisfaction than externals (N = 626-629).
However, contrary to expectation, the correlations between
specific core job dimensions namely autonomy and feedback, were not
systematically greater for internals compared to externals.
In addition the findings reported here suggest some appropriate
directions and strategies for measuring and increasing job satisfaction
among teachers.
