Self - And Supervisor-Appraisals Of Job Performance And Their Relationship With Role Clarity And Job Satisfaction.

Abstract

This article reports on the findings of a study which investigated the nature of the relationships between various indices of job satisfaction, role clarity and job performance using the perceptions of a sample of teacher interns and their supervising teachers. The perceptions of teacher interns concerning job satisfaction and role clarity were determined using the Minnesota Satisfaction Questionnaire (MSQ) and a role clarity instrument developed along the lines of the Rizzo, House and Lirtzman (1970) Role Ambiguity questionnaire, respectively. Job performance was determined from composite evaluations by dyads of supervisors and teacher interns while data collection was achieved through triangulation of interview and questionnaire methodologies. Five hypotheses predicting the nature of the relationships of the research variables were generated and tested using appropriate statistical techniques. The results of this investigation provided evidence supporting the first four hypotheses but not the fifth.