TY - JOUR
AU - Coughlan, Robert J.
AB - ROBERT J. COUGHLAN Northwestern University Th e purpose of this paper is to summarize the results of our research on teacher morale.1 The first objective was to identify the major dimensions underlying the morale of elementary and secondary school teachers. The second was to construct a psychometrically-sound instru­ men t for measuring these dimensions and to develop an explicit ration­ ale for the interpretation of findings. CONCEPTS AND DEFINITIONS A review of relevant literature revealed that morale has been var­ iously regarded as good personal adjustment (Getzels, et al. 1968), ego involvement in one's job (Porter and Lawler, 1968; Herzberg, 1968), a predisposition to exert extra effort (Guba, 1958), "we-feeling" or cohesiveness of a group (Viteles, 1953), a collection of job related atti­ tude s (Burns, 1951-52), and identification with organization goals (Houser, 1938). Mathis (1959) defines morale as a feeling of general well-being and psychological comfort relative to attitudes about one's self and work environment. Blum (1956) views morale as a global concept, embracing the individual's work attitudes and job satisfac­ tion, but not reducible to either of them. According to Blum, work attitudes contribute to job satisfaction, and job satisfaction to morale. Th e definition we chose 
TI - Dimensions of Teacher Morale: 
JF - American Educational Research Journal
DO - 10.3102/00028312007002221
DA - 2016-06-24
UR - https://www.deepdyve.com/lp/sage/dimensions-of-teacher-morale-iXJTvHwD3j
SP - 221
EP - 234
VL - 7
IS - 2
DP - DeepDyve
ER -