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Relevant bibliographies by topics / Teachers Job satisfaction

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Academic literature on the topic 'Teachers Job satisfaction'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Teachers Job satisfaction"

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Bhandari, Laxmi Prasad Bhandari. "Correlates of Job Satisfaction of Community School's Teachers of Phidim Municipality, Nepal." Dristikon: A Multidisciplinary Journal 11, no. 1 (August 17, 2021): 100–114. http://dx.doi.org/10.3126/dristikon.v11i1.39143.

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Teachers' satisfaction is a significant concern of the overall education system of a country. This study examines the factors influencing job satisfaction of community school teachers' of Phidim Municipality. More specifically, this paper aims to investigate whether the sex of the teacher, income, nature of the job, age, birthplace, religion and educational status affect teachers' job satisfaction or not. This study is a cross sectional survey where sample size is determined by using Slovin's formula and the data were drawn from a self-administered questionnaire from randomly selected community school teachers. The percentages, Chi-Square test, and binomial logistic regression model were used for univariate, bivariate, and multivariate analysis using SPSS. The yearly income, age of teachers, and nature of job were found significantly associated with teachers' satisfaction under bivariate analysis whereas the binomial logistic regression justified the association of teachers' satisfaction to income of teachers and nature of their job only. The association of teacher's satisfaction to the sex of respondent, religion, educational status, and birthplace were found not significant using both bivariate and multivariate analysis. It is the conclusion that the permanency of job and reasonable salary must be managed mainly to make teacher's satisfied. In the present Nepalese context, the adjustment of teacher's salary as per the changing cost of living figure is necessary for teacher's job satisfaction. Likewise, the formulation of the teacher service commission as constitutional body, and regular operation of examination for teacher's permanent recruitment can enhance teacher's job satisfaction.

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Alexandra, Theodorou. "TEACHERS JOB SATISFACTION." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 1365–67. http://dx.doi.org/10.21474/ijar01/13692.

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Abusama, Muhammad, Murdifin Haming, Baharuddin Latief, and Ariyati Arfah. "Teacher Performance: Evidence from Indonesia." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 8, no. 2 (September 10, 2017): 188. http://dx.doi.org/10.21013/jmss.v8.n2.p6.

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This study aims to examine and analyze empirically the effect of work motivation, competence and Islamic leadership on job satisfaction and teacher performance. The research was conducted on all teachers at vocational high school (SMK) in South Halmahera district with a sample of 154 teachers as respondents. Data from the questionnaires were analyzed by Structural Equation Models with the AMOS program Ver.20. The results of the study provide evidence of work motivation and no significant negative effect on job satisfaction. High teacher competences give real effect to increase job satisfaction. Islamic Leadership is either not able to provide a significant effect on job satisfaction. High motivation and demonstrated by teachers today significant effect on teachers performance. High competency has a positive influence but not real on teacher performance. Islamic Leadership is good and indicated by the head of school at this time have a positive and significant effect on teachers performance. The low of job satisfaction demonstrated has a negative and significant effect on teacher performance. The effect of Islamic leadership and work motivation through job satisfaction on performance<strong> </strong>teachers is positive but not significant. On the other hand the effect of competence through job satisfaction on teacher’s performance has a negative and significant effect.

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Parveen, Haleema, and Maher Bano. "Relationship Between Teachers’ Stress and Job Satisfaction: Moderating Role of Teachers’ Emotions." Pakistan Journal of Psychological Research 34, no. 2 (July 19, 2019): 353–66. http://dx.doi.org/10.33824/pjpr.2019.34.2.19.

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The present research attempted to investigate the moderating role of teachers’ emotion in teaching on the relationship between teachers’ stress and job satisfaction. It was assumed that teachers’ emotion would moderate the relationship between teachers’ stress and satisfaction with job. The sample of the study (N = 200) included male and female teachers from universities of Multan, Lahore, Sargodha, and Islamabad. To measure study variables, Emotions in Teaching Inventory (Diefendorff et al., 2005), Teachers’ Stress Inventory (Schutz & Long, 1988), and Teacher Satisfaction Scale (Ho & Au, 2006) were used. The results revealed that teachers’ stress was negatively related to positive emotions in teaching and job satisfaction; while, positive emotions were found positively related to job satisfaction. Positive emotions and negative emotions were found to be significant moderators between the relationship of teachers’ stress and job satisfaction. The research highlighted the protruding importance of affiliated emotions of teachers with their jobs; thus, it should be taken into consideration.

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Fawad Hussain and Amir Saif. "Teacher’s Job Security and Workload Factors Affecting Job Satisfaction of Teachers in Multan (Southern Punjab)–Pakistan." Journal of Education and Vocational Research 10, no. 1(V) (December 9, 2019): 1–8. http://dx.doi.org/10.22610/jevr.v10i1(v).2957.

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The educational system in any country plays a vital role for the development and achievinginfrastructural goals. Pakistan since last few decades is facing critical economic and developmentalchallenges. The nature of work conditions in public and private organizations are getting more intensifiedand employees are facing critical time in term of workload, job security and satisfaction issues. This studyis aiming to investigate the relationship between job security and workload factors influencing teacher’sjob satisfaction. This paper has use SMART-PLS-SEM to examine the data using quantitative researchtechniques. The study was conducted among 266 teachers. The teachers’ job satisfaction was determinedby two separate measures namely the teacher’s job security and workload influencing teacher’s jobsatisfaction. This study was trigged as teachers in higher education institutions were facing challengesregarding their job security and workload. The outcome exposed that there is an important relationshipamong teachers job security, workload, and teacher job satisfaction. The effects of these factors callfurther research. There is prerequisite to carry out a similar but comparative study in rural settings. Inaddition, it is very important to comprehend the significance of teachers’ job satisfaction where theindustry is so uncertain. There is a need to address job satisfaction and workload stress with appropriateassessment such as rating system and teachers’ satisfaction index evaluation according to the tasks andwork pressure allocated to each and every teacher. This reach adds value to knowledge by makinguniversities, institutes and colleges administration to know the causes of teachers’ uncomfortable zoneregarding their job security and workload. Conversely, it is also important for the administration in theseinstitutes to well understand the needs and demands of their teachers and what factors will contribute totheir satisfaction.

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Farinde-Wu, Abiola, and Paul G. Fitchett. "Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction." Urban Education 53, no. 1 (May 25, 2016): 86–112. http://dx.doi.org/10.1177/0042085916648745.

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Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black female teachers’ have job satisfaction when they are in an urban, non-charter school; receive administrative support; experience positive student behavior; and are committed to teaching. Concluding recommendations are offered for teacher education programs and school leaders.

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Dogar, Imtiaz Ahmad, Samreen Afzal, Muhammad Arif Ali, Nighat Haider, and Aliya Asmat. "JOB SATISFACTION OF PHYSICIANS AND TEACHERS." Professional Medical Journal 22, no. 11 (November 10, 2015): 1525–30. http://dx.doi.org/10.29309/tpmj/2015.22.11.2445.

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Objectives: To determine the level of job satisfaction of physicians and teachershaving regular jobs and those having contract based jobs and to compare level of job satisfactionbetween these types of jobs and between the two professions. Study design: Cross sectionalstudy. Duration and place of study: This study was conducted with teachers and physiciansrecruited at different schools, colleges and hospitals of Faisalabad in six months from October,2008 to March 2009. Subjects and methods: A sample of 200 participants, 100 physicians(50 regular and 50 on contract basis) from public hospitals and 100 teachers (50 regular and50 on contract) from public schools and colleges was drawn through purposive convenientsampling technique. Result: In overall profession wise analysis teachers scored higher onjob satisfaction scale (m=131.98) than physicians (m=126.98). Personals having regular jobshad lower job satisfaction (m=128.52) than professionals have contract jobs (m=130.45).Conclusion: Contract based jobs carry higher levels of job satisfaction for employees than theregular based jobs.

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Rapti, Edmond, and Theodhori Karaj. "THE RELATIONSHIP BETWEEN JOB SATISFACTION, DEMOGRAPHIC AND SCHOOL CHARACTERISTICS AMONG BASIC EDUCATION TEACHERS IN ALBANIA." Problems of Education in the 21st Century 45, no. 1 (July 20, 2012): 73–80. http://dx.doi.org/10.33225/pec/12.45.73.

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The purpose of this descriptive-correlation study was to describe the overall level of job satisfaction, also relationships among job satisfaction, demographic characteristics and school characteristics for teachers in the basic education system in Albania. For this purpose a survey was conducted for 1000 basic education teachers randomly selected in 40 schools representing different regions in Albania. The questionnaire was composed of items which measured demographic and school characteristics. Job Satisfaction Index (Bayfield and Roth’s, 1951) was used to measure the overall job satisfaction. The reliability coefficient of this scale was 0.85. The research data was analyzed by Correlation and descriptive analysis, Kruskall – Wallis Test and Mann-Whitney Test. The findings indicated that the basic education teachers in Albania were moderately satisfied with their job and some of the demographic and school characteristics (age, tenure, teacher level of education and school size) were negligibly related to overall teacher’s job satisfaction. Key words: demographic characteristics, school characteristics, teacher job satisfaction.

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Wang, Huan, Claire Cousineau, Bill Wang, Lucy Zeng, Andrew Sun, Ezra Kohrman, Nick Li, Esther Tok, Matthew Boswell, and Scott Rozelle. "Exploring Teacher Job Satisfaction in Rural China: Prevalence and Correlates." International Journal of Environmental Research and Public Health 19, no. 6 (March 16, 2022): 3537. http://dx.doi.org/10.3390/ijerph19063537.

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Extant research continues to establish the importance of teacher job satisfaction to student performance, yet teacher job satisfaction remains under-investigated in rural China. In this paper, we examine the prevalence and correlates of teacher job satisfaction. Using data from 634 teachers across 120 schools in rural China, we find an alarmingly high prevalence of teacher job dissatisfaction: roughly 21% of rural teachers were less than satisfied with their jobs. In addition, we find that several individual- and school-level characteristics, including being a male teacher, being a homeroom teacher, not having a management role in school, being a middle-aged teacher, and a school’s boarding status, are correlated with teacher job dissatisfaction. In sum, the results demonstrate a need for further research and policy interventions to improve teacher job satisfaction in rural schools.

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Dekawati, Ipong, Wresni Pujiati, and Siwi Sitoresmi. "THE INFLUENCE OF PRINCIPAL’S ROLE AND WORK MOTIVATION TO TEACHERS JOB SATISFACTION." International Journal of Educational Management and Innovation 2, no. 1 (January 20, 2021): 100. http://dx.doi.org/10.12928/ijemi.v2i1.3215.

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Job satisfaction as a support for the implementation of teacher’s functional tasks is still lacking. Based on preliminary observations, it is thought that this was caused by the lack of the principal’s role and work motivation. Therefore, this study aims to uncover the influence of the principal's role and work motivation on the job satisfaction of public middle school teachers. The hypotheses of this study are: (1) The principal's role influence the job satisfaction of public middle school teachers, (2) The work motivation influence the job satisfaction of public middle school teachers, (3) Principal's role and work motivation together influence the job satisfaction of public middle school teachers. This study uses a survey method with a quantitative approach, correlational and regression techniques—data collection techniques through a Likert scale questionnaire of 59 respondents who are teachers of public middle school. The results of data analysis show that (1) the principal's role influences the job satisfaction of public middle school teachers, (2) Work motivation influences the job satisfaction of public middle school teachers, (3) Principal's role and work motivation together influences the job satisfaction of public middle school teachers. Based on these findings, the authors suggest that some improvement efforts can be made, especially in increasing teacher job satisfaction, including involving teachers in further education and providing encouragement to start creatively and achieving, mobilizing the learning outcome evaluation team, and following the development of science. , technology, and the arts, exemplify good models of learning and counselling.

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Dissertations / Theses on the topic "Teachers Job satisfaction"

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Giacometti, Karen S. Myers. "Factors affecting job satisfaction and retention of beginning teachers /." Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2005. http://scholar.lib.vt.edu/theses/available/etd-11152005-172907/.

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Mertler, Craig A. "Teacher motivation and job satisfaction of public school teachers." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342021413.

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Huysman, John. "RURAL TEACHER SATISFACTION: AN ANALYSIS OF BELIEFSAND ATTITUDES OF RURAL TEACHERS' JOB SATISFACTION." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3434.

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The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD

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Chambers, Sandy Kay Bass Brown Frank. "Job satisfaction among elementary school teachers." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2911.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.

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Wu, Keung-fai Joseph, and 胡強輝. "Job satisfaction among secondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956968.

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Pisit, Siriruk McCarthy John R. "Job satisfaction of technical teachers in Thailand." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633403.

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Thesis (Ph. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 16, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, George Padavil, Lemuel W. Watson. Includes bibliographical references (leaves 82-92) and abstract. Also available in print.

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Hughes, Victoria M. "Teacher evaluation practices and teacher job satisfaction." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4468.

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Thesis (Ed. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 2, 2007) Includes bibliographical references.

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Schkolenko, Katie. "Comparing Job Satisfaction Between Certified and Noncertified Substitute Teachers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5263.

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A rural, mid-sized district is experiencing great difficulty in the recruitment and retention of substitute teachers despite increased recruitment efforts. Such difficulty has resulted in numerous disruptions to the educational process. Despite their integral role in the educational process, research on substitute teachers remains absent from the literature. The purpose of this quantitative study was to assess the job satisfaction of substitute teachers with regard to differences between the two subgroups of certified and noncertified substitute teachers. This study was based on the two-factor theory. The research questions addressed the overall job satisfaction of substitute teachers, whether teacher job satisfaction (DV) differed by subgroup membership (IV), and the motivation and hygiene factors of substitute teaching. Survey data collection involved a cluster sampling of substitute teachers (N = 315, n = 51) working in four rural school districts experiencing shortages. Data were analyzed using ANOVA and thematic analysis. Demographic subgroups that reported above average job satisfaction were females, those with 1-3 years of experience, and those with the highest level of education being a bachelor's degree. The analysis uncovered a statistically significant difference between noncertified and certified substitute teachers only in the subcategory of satisfaction with pay, with certified substitute teachers being less satisfied. The most commonly reported motivation factors were the students, coworkers, and the nature of work; the most commonly reported hygiene factors were pay, student behavior, and communication. The study contributes to social change by identifying dissatisfying aspects of substitute teaching so that administrations may take action to alleviate the shortage, providing students with improved educational experiences with substitute teachers.

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Padilla-Vélez, David. "Job satisfaction of vocational teachers in Puerto Rico /." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1249666992.

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Foley, Virginia P. "Self-Efficacy and Teacher Retention: Perception of Novice Teachers on Job Preparation, Job Support, and Job Satisfaction." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5987.

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The purpose of this qualitative study was to examine the perceptions of novice teachers in 1 school district regarding their professional experiences. Novice teacher was defined as someone with 5 years or fewer in the teaching profession. The study was of an emergent design using phenomenological qualitative methods that included face-to-face interviews, triangulation of information, and analyzation with specific adherence given to understanding the social phenomena of the lived experience from the participants’ perspectives. Specifically, the study addressed possible relationships between novice teachers’ experiences and perceptions of success and self-efficacy that contribute to their choice of continuing in the profession of teaching. Participants in this study ranged from 23-55 years of age, represented male and female gender, encompassed all levels of grade configuration within the school district (elementary, middle, high school), and covered experiences within each of the 5 years of defined novice work. Information was collected through individual one-on-one interviews covering preparatory programs, individual school sites, district induction programs, and the relationships developed within each spiraled experience. This study identified reasons for retention in the population of novice teachers and possible obstacles that might cause a novice teacher to leave the profession during or at the end of the 5 year apprenticeship. Information collected revealed that age, timing of entrance into a teaching career and preparatory programs had an effect on novice efficacy and job success. In addition data suggested that job support, job fulfillment, as well as future career choice were influenced by experiences a novice lived through within a school culture including type of administrative support, peer mentoring, collegial socialization, district expectations, and induction involvement.

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Books on the topic "Teachers Job satisfaction"

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Brunet, Luc. Satisfaction des enseignants? Laval: Agence d'ARC, 1991.

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Piper, John C. Teachers' perception of their job-satisfaction. [Guildford]: [University of Surrey], 1988.

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Teacher morale, job satisfaction, and motivation. London: P. Chapman Pub., 1998.

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Rao, S. Narayana. Work adjustment and job satisfaction of teachers. Delhi, India: Mittal Publications, 1986.

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Association, Canadian Education. Teacher recruitment and retention: How Canadian school boards attract teachers : a report. Toronto, Ont: The Association, 1992.

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Giacometti, Karen S. Myers. Factors affecting job satisfaction and retention of beginning teachers. Blacksburg, Va: University Libraries, Virginia Polytechnic Institute and State University, 2005.

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J, Peart M., Canadian Teachers' Federation, and Queen's University (Kingston, Ont.). Social Program Evaluation Group, eds. Teachers in Canada: Their work and quality of life. Ottawa: Canadian Teachers' Federation, 1992.

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Logan, Patitu Carol, ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. Faculty job satisfaction: Women and minorities in peril. Washington, D.C: School of Education and Human Development, George Washington University, 1992.

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Farkas, Steve. A sense of calling: Who teaches and why : a report from Public Agenda. New York, NY: Public Agenda, 2000.

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Sorrells, William. For teachers only: Personal and confidential-- the secret files of a veteran teacher. Saratoga, CA: R & E Publishers, 1991.

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Book chapters on the topic "Teachers Job satisfaction"

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Mu, Hong-Hua, Mi Wang, Hong-Yun Liu, and Yong-Mei Hu. "Influential Factors of China’s Elementary School Teachers’ Job Satisfaction." In Quantitative Psychology Research, 339–61. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38759-8_26.

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Jiang, Yuhong. "A Study on the Relationship Between English Teachers’ Job Satisfaction and Job Burnout." In A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China, 323–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53637-7_10.

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Soh, Kaycheng. "Chinese Language Teachers’ Perception of Social Status and Job Satisfaction." In Teaching Chinese Language in Singapore, 125–42. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0123-9_8.

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Liang, Wenyan. "Job Demands, Job Resources and Teachers’ Job Satisfaction: An Empirical Study Based on the TALIS 2018 Shanghai Database." In The Frontier of Education Reform and Development in China, 241–66. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6355-1_13.

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Zhang, Jia. "The relationship of professional learning communities with teachers' self-efficacy, commitment and job satisfaction." In Teachers' Professional Learning Communities in China, 78–111. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003286141-5.

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Zhang, Jia. "How professional learning communities affect teachers' self-efficacy, commitment and job satisfaction in Chinese schools." In Teachers' Professional Learning Communities in China, 112–34. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003286141-6.

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Yang, Liu. "“Spirit-Oriented”—To Improve Job Satisfaction of Teachers in Physical Education Institutes." In Advances in Intelligent and Soft Computing, 35–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25538-0_5.

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Papasotiriou, Evangelia, Georgios Sidiropoulos, Stamatis Ntanos, Miltiadis Chalikias, Michalis Skordoulis, and Dimitris Drosos. "Burnout and Job Satisfaction: The Case of Physical Education Teachers in Local Sports Organizations." In Smart Tourism as a Driver for Culture and Sustainability, 503–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03910-3_34.

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Xu, Anguo, and Long Ye. "The Influence of Teachers’ Competency on Job Performance in Research University with Industry Characteristics: Taking Job Satisfaction as Mediator." In LISS 2014, 1025–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-43871-8_147.

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Yang Hansen, Kajsa, Jelena Radišić, Xin Liu, and Leah Natasha Glassow. "Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018." In Equity, Equality and Diversity in the Nordic Model of Education, 99–137. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_5.

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AbstractEquity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.

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Conference papers on the topic "Teachers Job satisfaction"

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Herynková, Marie. "Job Satisfaction, Grit And Mindsets Of Teachers." In 5th International Conference on Health and Health Psychology: Covid-19 and Health Care. European Publisher, 2020. http://dx.doi.org/10.15405/eph.20101.14.

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Wang, Ke. "STEM Teachers' Job Satisfaction: From the Lens of Job Demands-Resources." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571467.

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Aouadni, Ismahene, Abdelwaheb Rebai, Nikolaos Christodoulakis, and Yannis Siskos. "University teachers' job satisfaction: The MUlti-criteria Satisfaction Analysis (MUSA) method." In 2013 International Conference on Control, Decision and Information Technologies (CoDIT). IEEE, 2013. http://dx.doi.org/10.1109/codit.2013.6689666.

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Gedviliene, Genute, and Rasa Didziuliene. "Teachers’ Job Satisfaction and Personal Life Balance Aspects." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.033.

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"Job Satisfaction among Elementary Teachers in Saudi Arabia." In June 14-15, 2018 Cebu (Philippines). Emirates Research Publishing, 2018. http://dx.doi.org/10.17758/erpub1.ea06181008.

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Kang, Ho Soo. "The Relationship Among Distributed Leadership, Teachers' Self-Efficacy, and Teachers' Job Satisfaction." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442028.

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Kaseorg, Merike, and Krista Uibu. "Factors Influencing Job Satisfaction of Estonian Primary School Teachers." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.9.

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Matveev, Vyacheslav. "Teachers’ Job Satisfaction And Desire To Leave The Profession." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.75.

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Kozina, Ekaterina. "SOCIALISATION BEYOND TEACHING: THE JOB SATISFACTION OF BEGINNING TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1387.

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Yin, XueChi, Lan Luo, and Guang Chen. "Research on the Relationship among Teachers’ Psychological Capital, Job Satisfaction and Job Burnout." In 2021 16th International Conference on Computer Science & Education (ICCSE). IEEE, 2021. http://dx.doi.org/10.1109/iccse51940.2021.9569323.

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Reports on the topic "Teachers Job satisfaction"

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Scott-Miller, Susan. An investigation of the relationship between biographical characteristics and job satisfaction among middle school teachers in four suburban school districts. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.405.

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Perko, Laura. Job satisfaction of teachers in the Portland Metropolitan Area: an examination of differing factors and their relationship to Herzberg and Lortie theories. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.833.

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Dutton, Margaret. An Investigation of the Relationship Between Training in Cooperative Learning and Teacher Job Satisfaction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1141.

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