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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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Yezzi, Jade A., and David Lester. "Job Satisfaction in Teachers." Psychological Reports 87, no. 3 (December 2000): 776. http://dx.doi.org/10.2466/pr0.2000.87.3.776.
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Demirtas, Zülfü. "Teachers’ job satisfaction levels." Procedia - Social and Behavioral Sciences 9 (2010): 1069–73. http://dx.doi.org/10.1016/j.sbspro.2010.12.287.
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Bota, Oana Alina. "Job Satisfaction of Teachers." Procedia - Social and Behavioral Sciences 83 (July 2013): 634–38. http://dx.doi.org/10.1016/j.sbspro.2013.06.120.
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YEZZI, JADE A. "JOB SATISFACTION IN TEACHERS." Psychological Reports 87, no. 7 (2000): 776. http://dx.doi.org/10.2466/pr0.87.7.776-776.
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Amsyari, Auful, Usman Radiana, and Aswandi Aswandi. "The Influence of Emotional Intelligence and School Environment on Teacher Job Satisfaction at SMKN (State Vocational Schools) in Sub Rayon I at Sambas Regency." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 22, 2019): 94. http://dx.doi.org/10.26737/jetl.v4i1.967.
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Job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. Theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. The problems in this study are as follows: 1) Is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in State Vocational Schools in Sub District I Sambas Regency? 2) Is there any influence of the school environment on the job satisfaction of teachers of State Vocational Schools in Sambas Sub-District I? 3) Is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of State Vocational Schools in Sub District I Sambas Regency? The purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of Sub District I Sub District of Sambas Regency. This study uses a quantitative approach. The population in this study amounted to 89 teachers. While the sample used was 73 teachers. Data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. The results of the study were: 1) the influence of the principal's emotional intelligence (X1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (X2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (X1) and school environment (X2) together on teacher job satisfaction (Y) of 0.311 or 31%. The conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers Negeri Sub Rayon I Sambas Regency. The recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more.<span style="font-size: 10.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: SimSun; mso-ansi-language: EN-AU; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;" lang="EN-AU">Job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. Theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. The problems in this study are as follows: 1) Is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in State Vocational Schools in Sub District I Sambas Regency? 2) Is there any influence of the school environment on the job satisfaction of teachers of State Vocational Schools in Sambas Sub-District I? 3) Is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of State Vocational Schools in Sub District I Sambas Regency? The purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of Sub District I Sub District of Sambas Regency. This study uses a quantitative approach. The population in this study amounted to 89 teachers. While the sample used was 73 teachers. Data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. The results of the study were: 1) the influence of the principal's emotional intelligence (X1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (X2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (X1) and school environment (X2) together on teacher job satisfaction (Y) of 0.311 or 31%. The conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers Negeri Sub Rayon I Sambas Regency. The recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more.</span>
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Majidah, Yuniz, Ike Kusdyah Rachmawati, and Tin Agustina Karnawati. "PENGARUH GAYA KEPEMIMPINAN SITUASIONAL DAN MOTIVASI KERJA TERHADAP KINERJA GURU DENGAN KEPUASAN KERJA SEBAGAI VARIABEL MODERASI." Jurnal Ilmiah Bisnis dan Ekonomi Asia 14, no. 2 (August 8, 2020): 105–12. http://dx.doi.org/10.32812/jibeka.v14i2.173.
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The principal should have caring to improving the quality of education. Such caring should be demonstrated with the will and ability to develop themselves optimally, so the teachers and education personnel can improve their performance. The teacher's performance is influenced by several factors are situational leadership style, work motivation and job satisfaction.The purpose of this research is to know and analyse the influence of situational leadership style, job motivation, and job satisfaction on the teacher's performance, the influence of situasional leadership style and job motivation to the performance of teachers moderated in job satisfaction. The population of this research is the teachers of accredited pre-primary school in Singaraja Cit Bali. The data collection techniques in this research are the observation and distribution of questionnaires. This research uses data analysis methods using SmartPLS software. The results showed that the situational leadership style, job motivation, and job satisfaction affects the teacher’s performance of the accredited pre-primary schools in Singaraja City Bali, and the situational leadership style, and job motivation have no effect the teacher’s performance who are moderated job satisfaction at the pre-primary school accredited in Singaraja City Bali.
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Ardiansyah, Zulmy. "Pengaruh Kepemimpinan Kepala Sekolah, Budaya Organisasi dan Reward terhadap Kepuasan Kerja Guru SD Swasta Islam Terpadu di Kota Tebing Tinggi." Journal Of Administration and Educational Management (ALIGNMENT) 5, no. 1 (June 9, 2022): 40–48. http://dx.doi.org/10.31539/alignment.v5i1.3796.
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ABSTRACT
This study aims to determine the effect of the principal's leadership, organizational culture, and rewards on the job satisfaction of teachers at the Integrated Islamic Private Elementary School in Tebing Tinggi City. This study uses a quantitative approach that aims to test the established hypothesis and analyze the effect of the independent variable on the dependent variable. The population in this study were the teachers of the Integrated Islamic Private Elementary School in Tebing Tinggi City, amounting to 129 people spread over 6 schools, while the sample taken was 98 teachers, using the proportional random sampling data collection technique. The research instrument used a questionnaire that had been tested for validity and reliability beforehand. The results showed; There is a positive and significant influence between the principal's leadership on teacher job satisfaction; There is a positive and significant influence between organizational culture on teacher job satisfaction; There is a positive and significant effect between rewards on teacher job satisfaction; There is a positive and significant influence between the principal's leadership, organizational culture and rewards together on teacher job satisfaction by 19.9%, so if these three variables increase, the teacher's job satisfaction or the dependent variable will also be better. In conclusion, there is a positive and significant influence between principal leadership, organizational culture, and rewards together on teacher job satisfaction
Keywords: Organizational Culture, Principal Leadership, Teacher Job Satisfaction, Reward
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Ellis, Christina, Susan Troncoso Skidmore, and Julie P. Combs. "The Hiring Process Matters: The Role of Person–Job and Person–Organization Fit in Teacher Satisfaction." Educational Administration Quarterly 53, no. 3 (January 10, 2017): 448–74. http://dx.doi.org/10.1177/0013161x16687007.
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Purpose: Teachers’ satisfaction with their jobs has reached the lowest point in 25 years. One contributing factor is when teachers experience information-poor hiring processes and do not obtain an accurate preview of their positions, their person–organization (P-O) fit, and person–job (P-J) fit. Sparked by a renewed focus on the variables that can influence teacher satisfaction, the purpose of this study was to examine the relationships among accurate job preview, P-O and P-J fit, and job satisfaction among teachers. Research Approach: Drawing on existing literature, a mediation model was hypothesized. Using existing data collected by the Center for Research, Evaluation, and Advancement of Teacher Education, a structural equation model was tested with a sample of 729 newly hired teachers. Specifically addressed was the extent to which P-O and P-J fit mediated the relationship between accurate job preview and satisfaction. Findings: Accurate job preview predicted future P-O and P-J fit. Higher levels of P-O and P-J fit were linked to higher teacher satisfaction rates. Accurate job previews worked through P-J fit and P-O fit to result in increased teacher satisfaction. Additionally, 53.3% of the variance in satisfaction with the campus was explained by the model. Implications for Research and Practice: Providing newly hired teachers with accurate job previews was related to higher satisfaction rates, so school and district leaders should consider ways to increase candidates’ knowledge during the hiring process about specific school settings and students’ needs.
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Putra, Roby Maiva, and Raja Arlizon. "KEPUASAN KERJA GURU BERDASARKAN STATUS KEPEGAWAIAN DAN JENIS KELAMIN." TANJAK: Journal of Education and Teaching 2, no. 1 (February 28, 2021): 79–86. http://dx.doi.org/10.35961/tanjak.v2i1.244.
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The education process will run optimally if teachers as educators have high interest and satisfaction with their profession. This study aims to: (1) see the description of teacher job satisfaction, (2) see differences in teacher job satisfaction based on civil servant and non-PNS status, and (3) see differences in teacher job satisfaction based on gender. This research uses descriptive quantitative method. This research was conducted at State Vocational High Schools throughout Kuantan Singingi Regency, Riau Province. The population in this study were teachers registered in the 2017/2018 school year. Samples were taken using proportional random sampling technique and obtained as many as 206 people, consisting of 85 men and 121 women or 110 people with civil servant status and 96 with non-PNS status. Data analysis was performed using a percentage formula and simple regression. The findings of this study are: (1) most of the teachers' job satisfaction is in the high category with a percentage of 83.49%, (2) there is a significant difference between the job satisfaction of teachers who are PNS and Non-PNS. The job satisfaction of teachers with PNS status is higher than teachers with non PNS status, (3) there is a significant difference between the job satisfaction of male and female teachers. The job satisfaction of female teachers is higher than that of male teachers. The results of this study can be used as input for the Education Office and school principals in order to increase the number of programs that can increase teacher job satisfaction.
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Sulaefi, Sulaefi. "Pengaruh Disiplin, Motivasi, Budaya Organisasi dan Stres Terhadap Kepuasan Kerja Pendidik di Kabupaten Brebes." Jurnal Manajemen 22, no. 2 (September 5, 2018): 186. http://dx.doi.org/10.24912/jm.v22i2.358.
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This is research aims to influence of work discipline, motivation, organizational culture, and work stress on public teacher’s job satisfaction at the Public High School at Brebes District . This research was conducted in four Public High School. Primary data by the method of survey with questionnaires from 100 responden to the scale Likert with hypothesis used this research. The techniques of processing and analysis data used linear regression analysis. Result of the analysis performed revealed that there are positive effect of variable work discipline of teacher ‘s job satisfaction positive influence motivational variable of teacher’s job satisfaction, positive influence on organizational culture variables job satisfaction of the teacher, negative effect of work stress variables on teachers job satisfaction and positive influence of work discipline, motivation, and organizaonal culture stress work simultaneously on teacher’ job satisfaction.
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Zhang, Keshun, Xinxin Cui, Rundong Wang, Chenchen Mu, and Fang Wang. "Emotions, Illness Symptoms, and Job Satisfaction among Kindergarten Teachers: The Mediating Role of Emotional Exhaustion." Sustainability 14, no. 6 (March 10, 2022): 3261. http://dx.doi.org/10.3390/su14063261.
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Kindergarten teachers’ emotions are an essential factor in their physical and psychological wellbeing. Previous studies mainly focused on the relationship between kindergarten teachers’ emotions and their students’ emotions while ignoring the important relationships between kindergarten teachers’ emotions and their own wellbeing (e.g., teachers’ health, job satisfaction, burnout). Therefore, this study explores teacher emotions as predictor variables, illness symptoms, and job satisfaction as criterion variables, and emotional exhaustion as a mediator. In total, 1997 kindergarten teachers completed the Teacher’s Emotion Scale, the Occupational Emotional Exhaustion Scale, the Illness Symptoms Scale, and the Job Satisfaction Scale. Results revealed that enjoyment negatively predicted illness symptoms and positively predicted job satisfaction via the mediating role of emotional exhaustion. The opposite relationships were found with anger, also confirming the mediating role of emotional exhaustion. Anxiety positively predicted illness symptoms, completely mediated by emotional exhaustion, but no relationship was found with job satisfaction. The function of emotions in teachers’ physical and mental health, implications for kindergartens’ research and practice, and suggestions for future research are discussed.
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Al Nuaimi, Samira, Hossan Chowdhury, Konstantinos Eleftheriou, and Marios I. Katsioloudes. "Participative decision-making and job satisfaction for teachers in the UAE." International Journal of Educational Management 29, no. 5 (June 8, 2015): 645–65. http://dx.doi.org/10.1108/ijem-07-2014-0090.
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Purpose – Knowledge of teachers’ participative decision making (PDM) and job satisfaction (JS) is important, as teachers comprise most of a school’s staff. The purpose of this paper is to examine the effect of teacher gender, nationality and school type on teachers’ PDM and JS in Abu Dhabi’s schools and to determine whether there any significant differences in PDM and teachers’ JS among teachers of different genders, school types and nationalities. Design/methodology/approach – A questionnaire was used to collect data for the study by measuring each responding teacher’s involvement in making school decisions in both the instructional and managerial domains and JS. The questionnaire was distributed among teachers in 28 different schools around the Emirate of Abu Dhabi. Findings – The primary results demonstrated that teachers’ PDM differs by teacher gender, nationality and school type, whereas teacher’s JS differs by teacher gender and nationality, with school type having in general no significant effect on teacher JS. Originality/value – This study contributes to literature on the UAE educational field, educational leadership and school management.
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Made Wahyu Sudrajad, I., Mohamed Yusoff Mohd Nor, Karwono ., Ashairi Suliman, M. Ihsan Dacholfany, Azlin Norhaini Mansor, Aida Hanim A. Hamid, Ratna Dewi Setyowati, and Lismayanti . "The Relationship between Professional Competence and Productivity and its Impacts on Teachers’ Job Satisfaction at Junior High School Rawajitu Timur Lampung." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 453. http://dx.doi.org/10.14419/ijet.v7i3.30.18358.
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Teachers’ job satisfaction is an interesting and imperative issue for both teachers and educational institutions. Job satisfaction enhances the quality of teacher's life. As for the educational institutions, the stability of job satisfaction level will establish a balance between and smoothness of productivity and professional teachers’ competence. This study identifies the relationship between professional competence and teachers’ productivity and its impacts on teachers’ job satisfaction. Using questionnaires as the research instrument, this quantitative study revolves around the context of Rawajitu Timur Lampung. For this study, 44 teachers from three different high schools were selected as the respondents. A descriptive analysis generated revealed high levels of professional competence, teachers’ productivity, and teachers’ job satisfaction. Using Pearson correlation, the result showed that there was a significant positive relationship between professional competence and teachers’ productivity towards teachers’ job satisfaction, respectively. In addition, multiple regression analysis revealed that the combination of professional competence and teachers’ productivity increased teachers’ job satisfaction. The finding demonstrated the area of teachers’ job satisfaction and related factors to fathom greater the relationship between teachers' professional competence and productivity. Taking into account the results of the study, educational institutions may boost teachers’ professional competence and productivity to nurture job satisfaction.
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Lumanug, Cesar G. Lumanug II,, and Robin B. Dimla. "Interaction Effects of Teachers’ Job Satisfaction and their Self-Efficacy on Teaching Performance." Journal of Education in Black Sea Region 7, no. 1 (December 5, 2021): 48–65. http://dx.doi.org/10.31578/jebs.v7i1.249.
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The study aimed at investigating job satisfaction moderating effect between teachers’ self-efficacy and school performance. Teachers’ job satisfaction was deemed to affect the strength of relationship of teachers’ self-efficacy and schools’ performance. A total of 231 high school teachers accomplished questionnaires on job satisfaction and teachers’ self-efficacy. According to results obtained, a high degree of self-efficacy manifested among teachers to accomplish their tasks and to attain a consistent and better job performance. Teachers’ self-efficacy also directly affects their performance and is moderated to some degree of influence by job satisfaction. A significant effect between teachers’ self-efficacy and teachers’ performance was established. It is recommended that teachers should be given enough attention based on their extrinsic needs aside from strong motivational and moral support. A school-based program to increase job satisfaction was also recommended.
Keywords: self-efficacy; teacher’s performance; job satisfaction; high school teachers
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Amissah-Essel, Salome, and Michael Agyei. "Job satisfaction and motivation levels of graduate teachers in Cape Coast, Ghana." Journal of Educational Development and Practice 5, no. 1 (December 1, 2014): 47–60. http://dx.doi.org/10.47963/jedp.v5i.965.
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This study examined teacher motivation and job satisfaction among graduate teachers in Cape Coast, Ghana. Factors that affected teacher motivation and the sources of motivation in teaching were highlighted. Maslow’s (1970) needsatisfaction variables and Herzberg et al.’s (1959) man’s work needs; “motivating factors” and “hygiene factors” formed the components of needs satisfaction in this study. The population consisted of 960 graduate teachers in .11 government senior high schools. The non-proportional quota and convenience sampling procedures were used to select 10 teachers from eachschool. Mertler’s (2002) questionnaire on job satisfaction and perception of motivation among teachers was adapted and modified to solicit responses. Data were analysed using frequencies and percentages. The survey revealed that even though graduate teachers were somewhat satisfied with their jobs, they were un-motivated. Teachers who were dissatisfied with their jobs and were poorly motivated were not likely to perform effectively. The motivated group were most motivated by the job context and content. It was recommended that employers and policy makers should pay particular attention to the higher-order needs proposed by Maslow (1970) and Herzberg et al. (1959) for job satisfaction and motivation.
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KARAÇÖP, Ataman, and Tufan İNALTEKİN. "Self-Efficacy, School Culture, and Teaching Anxiety as Predictors of Science Teachers’ Job Satisfaction." Kuramsal Eğitimbilim 15, no. 3 (July 31, 2022): 526–60. http://dx.doi.org/10.30831/akukeg.1059709.
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In this research, we study the relationship of science teachers’ job satisfaction with the teacher self-efficacy, the teaching self-efficacy, the anxiety toward teaching and school culture. The sample of the study consists of 185 science teachers working in public schools. We obtain the data by using “The Teacher Self Efficacy Scale”, “The School Culture Scale”, “Science Teaching Self-Efficacy Scale”, “The Anxiety toward Science Teaching Scale” and “Job Satisfaction Scale”. The results of the current research showed that science teachers’ job satisfaction was directly positively correlated with their self-efficacy, science teaching self-efficacy and school culture. However, teachers’ science teaching anxiety no had a direct significant relationship with their job satisfaction. In addition, the results of the structural model indicated that school culture was a strong predictor of science teachers’ job satisfaction. The result of multiple regression analysis showed that these independent variables explain 40% of the variance of teachers’ job satisfaction. These results shown that a positive school culture, teacher self-efficacy and teaching self-efficacy play an important role in order to provide the affective support necessary for the science teachers’ job satisfaction.
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Griffin, David K. "A Survey of Bahamian and Jamaican Teachers’." Journal of Invitational Theory and Practice 16 (February 11, 2022): 57–77. http://dx.doi.org/10.26522/jitp.v16i.3784.
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The purpose of this study was to investigate the level of self-reported job satisfaction andmotivation among teachers in the Bahamas and Jamaica. A total of 168 Bahamian (n =75) andJamaican (n = 93) teachers completed the Teacher Motivation and Job Satisfaction Survey.Overall results indicate that teachers in the Bahamas reported higher levels of job satisfaction ascompared to teachers in Jamaica. Other findings relating to job satisfaction and motivation arediscussed, and various aspects of job satisfaction are discussed in relationship to the principlesof Invitational Education.
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Zurlo, Maria Clelia, Daniela Pes, and Roberto Capasso. "Personality Characteristics, Job Stressors, and Job Satisfaction." Psychological Reports 119, no. 1 (July 22, 2016): 27–38. http://dx.doi.org/10.1177/0033294116656818.
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The study proposed an application of the transactional model of stress in teaching elaborated by Travers and Cooper in 1996, and aimed to investigate the influence of personality characteristics (coping strategies, type A behaviors), situational characteristics (sources of pressure), and perceived job satisfaction in the prediction of teachers’ psychophysical health conditions. The Italian version of the Teacher Stress Questionnaire was administered to 621 teachers. Logistic regression was used to evaluate significant main and interaction effects of personality characteristics, situational characteristics, and perceived job satisfaction on teachers’ self-reported psychophysical health conditions. The findings highlighted specific coping strategies (focused on the problem, on innovation, and on hobbies and pastimes) and dimensions of job satisfaction (related to intrinsic aspects of job and to employee relations) buffering the negative effects of several job stressors. Type A behaviors and coping strategies focused on mobilized social support, suppression of stress, and not confronting the situation had main and interactions with negative effects on psychophysical health. Findings confirmed the necessity to run multi-factor research to analyze the different combinations of individual and situational variables implicated in negative health outcomes and to highlight the most significant buffering or increasing associations.
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You, Sukkyung, Ann Y. Kim, and Sun Ah Lim. "Job satisfaction among secondary teachers in Korea." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 284–97. http://dx.doi.org/10.1177/1741143215587311.
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This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers’ sense of job satisfaction. Previous research identified teachers with high job satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.
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Martínez-Garrido, Cynthia. "La incidencia del liderazgo y el clima escolar en la satisfacción laboral de los docentes en América Latina." education policy analysis archives 25 (July 31, 2017): 80. http://dx.doi.org/10.14507/epaa.25.2851.
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The research on Educational Effectiveness has identified teachers' work satisfaction as a key element for the development of effective teaching. However, rather the number of studies analyzing the effect of teachers' job satisfaction on student performance, there is less research available to understand how teacher satisfaction is developed and what it depends on. The objective of this research is to know the relationship between teacher's job satisfaction, school management and climate. To achieve our aim, we conduct a multilevel analysis of the information provided by the teachers of 5,733 schools in 15 Latin American countries participating in UNESCO's Third Regional Comparative and Explanatory Study (TERCE). Our results show that the work environment, the classroom climate and management support to teachers are the variables that have most impact on the level of job satisfaction of teachers in Latin America.
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Wolomasi, Agustinus Kia, Sandra Ingried Asaloei, and Basilius Redan Werang. "Job Satisfaction and performance of elementary school teachers." International Journal of Evaluation and Research in Education (IJERE) 8, no. 4 (December 1, 2019): 575. http://dx.doi.org/10.11591/ijere.v8i4.20264.
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<span>Given the high demands of contemporary community on the development of the youth, teachers’ job performance both inside and outside the classroom is of crucial for all partake parties, including school leaders, parents, education policymakers, and community at large. This study was meant to describe job satisfaction of elementary school teachers of Boven Digoel district, Papua, and how it predicts their job performance. To do so, we applied a survey research. Two survey questionnaire were self-administered to 352 teacher-respondent which were incidentally drawn from amongst 412 elementary school teachers of Boven Digoel district, Papua. Derived data were examined statistically using simple linear regression analysis method by utilizing Statistical Package for the Social Sciences (SPSS) version 21. Result of data analysis showed that job performance of elementary school teachers of Boben Digoel district is significant positively predicted by their job satisfaction. Finding of this study may be imperative for the school management and education administrator at the regional authority to make paramount efforts of creating valuable plans for enhancing teacher’s satisfaction in order to promote a better job performance of elementary school teachers of Boven Digoel district, Papua.</span>
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Nazara, Lily Indra Wirana, Junaidi Arsyad, and Syamsu Nahar. "The Effect of Job Stisfaction and Job Motivation on Madrasah Ibtidaiyah Negeri Teachers Performance." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 1 (February 26, 2022): 181–89. http://dx.doi.org/10.37680/scaffolding.v4i1.1247.
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The purpose of this study is to determine the effect of job satisfaction on the performance of state Islamic elementary school teachers in Gunung Sitoli City, the effect of work motivation on the performance of state Islamic elementary school teachers in Gunung Sitoli City, and the effect of job satisfaction and work motivation combined on the performance of teachers of public secondary schools throughout Gunung Sitoli. In this study, the population consisted of 42 permanent teachers who worked at State Islamic Madrasahs throughout Gunung Sitoli. A total sampling technique was used to select the samples. Product Moment Correlation, Simple Regression, and Multiple Regression techniques were used to analyze the data. The study's findings show that water has a significant effect on job satisfaction and performance of Madrasah Ibtidaiyah State Teachers in Gunung Sitoli City, implying that the better the teachers' job satisfaction, the better the teachers' performance, with the magnitude of the effect reaching 14.36 percent. There is a significant and significant effect of work motivation on the performance of State Madrasah Ibtidaiyah teachers in Gunung Sitoli City, which means that the higher the teacher job satisfaction, the higher the teacher performance, with the magnitude of the effect reaching 16.5 percent, and there is a significant effect of job satisfaction and work motivation together on the performance of Madrasah Ibtidaiyah Negeri teachers in Gunung Sitoli City.
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James, Asena Muganda, and Asena Muganda David. "Principal’s Leadership Behaviours Influence on Teacher’s Job Satisfaction in Public Secondary Schools in Kenya." International Journal of Scientific Research and Management 8, no. 07 (July 14, 2020): 1537–48. http://dx.doi.org/10.18535/ijsrm/v8i07.el06.
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The purpose of the study was to establish the relationship between principal’s leadership behaviours and teacher’s job satisfaction in public secondary schools in Bungoma North Sub County, Bungoma County, Kenya. More specifically, the study sought to establish the relationship among four principal leadership behaviours: directive, participative, supportive and achievement oriented in relation to teacher job satisfaction. Path Goal model effectiveness formed the theoretical framework. Principal’s leadership behaviours formed the independent variable for the study while teacher’s job satisfaction, the dependent variable. The study adopted descriptive survey research approach. The unit sample of the study was all the 51 secondary schools in Bungoma North Sub County. The target population comprised of all the 51 principals and 761 teachers in all the 51 secondary schools in Bungoma North Sub County. All the 51 Principals were purposively selected from the sampled schools as they were leaders in those schools. The actual sample size of 263 teachers was selected purposively, making the actual sample size of the study to be 314 respondents. Data was collected using two sets of self-administered questionnaires. Spearman rho was used to determine the degree of relationship between principal’s leadership behaviours and teacher’s job satisfaction. The study concluded that directive, supportive, participative and achievement oriented leadership behaviours had a significant influence on teacher’s job satisfaction. Teachers also preferred directive leadership behaviours as opposed to principal’s achievement oriented leadership behaviours. The study recommended policy reforms on the action plans that influence job satisfaction of teachers
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Rasmi, Rasmi, Mahlia Muis, and Maat Pono. "The Impact of Compensation, Work Environment, and Commitment towards Job Satisfaction on Private High School Teachers Performance in Makassar City." Hasanuddin Journal of Applied Business and Entrepreneurship 3, no. 1 (January 31, 2020): 82–100. http://dx.doi.org/10.26487/hjabe.v3i1.299.
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This paper aims to determine and analyze the impact of compensation, work environment, and organizational commitment towards job satisfaction on the performance of private high school teachers in the city of Makassar. The method used in this research is Descriptive Analysis method using path analysis regression. The population in this study were private high school teachers in the city of Makassar. The sample in this study was 88 teachers. Data collection using a questionnaire, while for testing the hypothesis using a simultaneous test and partial test and Path Analysis. The results of this study indicated that first, compensation has a positive and significant impact on job satisfaction. Second, the work environment has a positive and significant impact on job satisfaction. Third, organizational commitment has a positive and significant impact on job satisfaction. Fourth, compensation has a positive and significant impact on teacher performance. Fifth, the Work Environment has a positive and significant impact on teacher performance. Sixth, Organizational Commitment has a positive and significant impact on teacher performance. Seventh, Job Satisfaction has a positive and significant impact on teacher performance. Eighth, Compensation affects the performance of teachers who are mediated by job satisfaction. Ninth, Work Environment affects teacher performances that mediated by job satisfaction. And Tenth, Organizational Commitment influences teacher performance through job satisfaction.
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Žunić-Pavlović, Vesna, and Miroslav Pavlović. "Self-efficacy and job satisfaction of teachers in schools for students with disabilities." Specijalna edukacija i rehabilitacija 19, no. 3 (2020): 165–79. http://dx.doi.org/10.5937/specedreh19-28267.
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Introduction. Self-efficacy significantly affects teaching outcomes and professional life of teachers. Although there are numerous research studies on self-efficacy and job satisfaction of teachers, studies that deal with teachers in special education are scarce. Objectives. The research had the following two goals: first, to determine the differences in self-efficacy and job satisfaction between teachers in secondary schools for students with disabilities and teachers in secondary vocational schools, and second, to examine the relationship between self-efficacy and job satisfaction in these two groups of teachers. Methods. The sample consisted of 96 teachers in schools for students with disabilities and 372 teachers in vocational schools. Ohio State Teacher Efficacy Scale, Short form (OSTES) and Teaching Satisfaction Scale (TSS) were used. Results. Teachers in schools for students with disabilities differed significantly in the level of self-efficacy and job satisfaction compared to teachers in vocational schools. In both groups of teachers, there was a significant positive relation between self-efficacy and job satisfaction. Conclusion. The results of this research suggest that teachers with a higher level of self-efficiency are generally more satisfied with their job. This finding may have significant implications for teacher professional development. The determined differences between the two groups of teachers justify the need for an in-depth study of the relation between self-efficiacy and job satisfaction.
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Arianti, Sisilia Juni, Hotner Tampubolon, and Tarsicius Sunaryo. "THE RELATIONSHIP BETWEEN PRINCIPAL LEADERSHIP AND SCHOOL CLIMATE AND TEACHERS’ JOB SATISFACTION OF THE SPK SECONDARY SCHOOL IN PAMULANG, TANGERANG SELATAN." Jurnal Manajemen Pendidikan 8, no. 1 (January 7, 2019): 35–56. http://dx.doi.org/10.33541/jmp.v8i1.2962.
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Job satisfaction is an important issue when dealing with the teachers’ turn over in institution. Many factors influence teachers’ job satisfaction, among others are the principal leadership and the school climate. This research aimed to know the relationship between those factors. This research is a correlation study. The sample is the teachers in SPK Secondary School in Pamulang, Tangerang Selatan. Questionnaires were distributed to 32 respondents. It was found out that 1.) There was a very strong, positive and significant correlation between the teacher’s job satisfaction and the principal leadership, with the computed r = .890., 2.) There was a strong, positive and significant correlation between the teacher’s job satisfaction and the school climate, with the computed r = .795., and 3.) There was a very strong, positive and significant correlation between the principal leadership and the school climate to the teacher’s job satisfaction, with the computed r = .905. The findings showed that opportunity to develop, relationship between leaders and teachers, and sense of responsibility are the indicators that are very prominent in each variable. The conclusions are 1). The higher the principal leadership is, the higher the teachers’ job satisfaction will be., 2). The higher the school climate is, the higher the teachers’ job satisfaction will be., 3). The higher the principals leadership and the school climate are, the higher the teachers’ job satisfatiction will be. Providing adequate support facilities, training, and creating a more relax atmosphere are some recommendations for maintaining the teachers’ job satisfaction in that school
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Elmazi, Erida. "Principal Leadership Style And Job Satisfaction Of High School Teachers." European Journal of Education 1, no. 3 (November 29, 2018): 109. http://dx.doi.org/10.26417/ejed.v1i3.p109-115.
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This paper deals with the issue of school leadership as one of the main priorities of education policy and focuses on the role, importance it has mainly on teacher’s job satisfaction. It tends to highlight the influence of the school leaders’ style in the pre-university education context. Two dimensions of leadership conceptualization are underlined in this study: the transformational and transactional leader. Teacher job satisfaction is often considered as an important aspect in their performance and productivity. In addition leadership style is considered one of the major influences affecting the job satisfaction of the teachers. The scope was to study the relationship and correlation between the style of the principals and job satisfaction of teachers. Various research techniques, primary and secondary data sources have been used to carry out this study, which are intertwined with one another. As a source of primary data were used two surveys, one for evaluating the principals’ style of leadership and the other one for measuring job satisfaction of the teachers. The sample consisted in 5 teachers from 25 high schools in Albania and Kosovo. There is evidence from the findings that transformational leadership has significant relationship and it has beneficial effects on teacher job satisfaction. These leaders transform, inspire, and empower followers by creating changes in their goals, values, needs, beliefs and aspirations.
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Kheir-Faddul, Nabila, and Doina Dănăiaţă. "The Influence of Leadership Style on Teachers' Job Motivation and Satisfaction in the Druze Sector of Israel." Timisoara Journal of Economics and Business 12, no. 1 (June 1, 2019): 17–42. http://dx.doi.org/10.2478/tjeb-2019-0002.
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Abstract The present study examines the dominant leadership style of Junior-High school principals in the Druze sector in northern Israel and its influence on teachers' job motivation and satisfaction. A quantitative research based on questionnaires for the teachers was conducted in nine schools. For this purpose, the shortened form of “The Multi-Factor Leadership Questionnaire”, the “Teacher Motivation Questionnaire”, and five questions which check teachers’ job satisfaction were chosen. 224 teachers filled in the questionnaires. Research findings show that the teachers who filled the questionnaires are motivated and satisfied, the transformational leadership style is the most dominant leadership style in the schools; there is a significant positive correlation between transformational leadership style and teacher's job motivation and job satisfaction. Teachers who are part of the management staff are significantly more satisfied with their jobs than teachers who are not. There is a significant difference between the age groups and females on laisser-faire leadership style. Teachers who have been teaching more than 51 years, and are males perceive their principals more laisser-faire than teachers who have been teaching between 31-40 years and are females. The results of this research can be beneficial for the schools. They provide a clear picture to the principals and the teachers. It may strengthen and urge them to set higher goals and visions.
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Khaira, Nisaul, Yusrizal Yusrizal, and Niswanto Niswanto. "Teacher job satisfaction viewed from the perspective of work motivation and principal performance." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 1, 2022): 4883–90. http://dx.doi.org/10.35445/alishlah.v14i4.1394.
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This research aims to determine the effect of work motivation and principal's performance on teacher job satisfaction together at a senior high school in … sebutkan nama kota/kabupaten/provinsinya. This research uses a quantitative approach with associative methods. The analysis technique data used is simple and multiple linear regression analysis, t-test, and F test. The results showed that: 1) There is a significant influence between the principal's work motivation on teacher job satisfaction by 79.1%. This means that work motivation will affect the job satisfaction of teachers in schools for the achievement of maximum performance; 2) There is a significant influence between the principal's performance on teacher job satisfaction by 49.7%. Therefore, the two variables can go hand in hand, the better the principal's performance, the better the teacher's job satisfaction; 3) There is a significant influence between work motivation and principal performance on teacher job satisfaction by 81.4%. This means that the two variables, namely work motivation and principal performance, go hand in hand with teacher job satisfaction, meaning that the better the work motivation and performance of the principal, the higher the teacher's job satisfaction.
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Aydoğmuş, Mevlüt, and Hüseyin Serçe. "Investigation of regulatory role of collective teacher efficacy in the effect of job satisfaction and satisfaction with life on professional burnout." Research in Pedagogy 11, no. 1 (2021): 234–50. http://dx.doi.org/10.5937/istrped2101234a.
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This study examined the effect of job satisfaction and satisfaction with life on perceptions of teachers' professional burnout and the regulatory role of collective teacher efficacy perception by conducting applied research on teachers who work in different educational settings. The measuring tools were "Maslach Burnout Inventory", "Short Form Minnesota Satisfaction Questionnaire", "Satisfaction with Life Scale" and "Collective Teacher Efficacy Scale". The findings of the research showed that: Teachers' perceptions of job satisfaction and satisfaction with life negatively affected their perceptions of professional burnout. Collective teacher efficacy had a regulatory effect on the relationship between satisfaction with life and professional burnout, and on the relationship between job satisfaction and professional burnout.
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Stearns, Elizabeth, Neena Banerjee, Stephanie Moller, and Roslyn Arlin Mickelson. "Collective Pedagogical Teacher Culture and Teacher Satisfaction." Teachers College Record: The Voice of Scholarship in Education 117, no. 8 (August 2015): 1–32. http://dx.doi.org/10.1177/016146811511700803.
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Background/Context Teacher job satisfaction is critical to schools’ success. As organizations, schools need teachers who are satisfied with their jobs and who work with one another to build school community and increase student achievement. School organizational culture shapes teacher job satisfaction in many ways, but it is still unclear which facets of organizational culture have the greatest influence on teacher job satisfaction and whether some of these facets may have moderating effects on others. Purpose of Study This study investigates the association among two aspects of organizational culture (professional community and teacher collaboration), teacher control over school and classroom policy, and teacher job satisfaction. We use the term Collective Pedagogical Teacher Culture to refer to those schools with strong norms of professional community and teacher collaboration. Research Design We use a nationally representative sample of U.S. kindergarten teachers from the Early Childhood Longitudinal Survey in 1998–1999 and hierarchical linear modeling to examine the association between aspects of school organizational culture and teacher job satisfaction. Findings We find that professional community, collaboration, and teacher control are predictive of satisfaction and they also have interactive influences. The association between teacher collaboration and job satisfaction, as well as that between control over classroom policy and job satisfaction, is most pronounced in schools with weaker professional communities. Recommendations Future reform efforts that foster greater professional communities, teacher collaboration, and control over classrooms can exist alongside more conventional reforms such as raising curricular standards and instituting greater accountability. Fostering a strong teacher pedagogical culture will help to bolster teacher job satisfaction.
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Admiraal, Wilfried. "Teachers’ Work Conditions and their Job Satisfaction in Primary and Secondary Education." International Journal on Studies in Education 5, no. 1 (September 3, 2022): 15–26. http://dx.doi.org/10.46328/ijonse.81.
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In view of the teacher shortage in the Netherlands and Flanders, it is not only important to increase the intake and outflow of students in teacher education programmes, but also to increase job satisfaction of in-service teachers. Satisfied teachers in school will lead to higher retention of teachers in the profession. Based on secondary analyses of TALIS 2018 data from primary and secondary school teachers in the Netherlands and Flanders, work and school conditions and their job satisfaction have been examined. Regression analyses show that feelings of distress, perceived stress in teaching and classroom management and perceived barriers to professional development show a negative relationship with job satisfaction. Moreover, a safe learning and working climate in school and school satisfaction in general are positively related to teachers’ job satisfaction. The results are discussed in the light of findings from other research on teachers’ job satisfaction and research of TALIS data, in particular.
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Gaias, Larissa M., Manuela Jimenez, Tashia Abry, Kristen L. Granger, and Michelle Taylor. "Kindergarten Teachers’ Instructional Priorities Misalignment and Job Satisfaction: A Mixed Methods Analysis." Teachers College Record: The Voice of Scholarship in Education 120, no. 12 (December 2018): 1–38. http://dx.doi.org/10.1177/016146811812001206.
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Background Instructional priority misalignment—the difference between how much time teachers would ideally spend on certain subjects/skills compared with how much time teachers actually spend on certain subjects/skills—is a novel measure addressing aspects of teacher autonomy that could have implications for job satisfaction. This misalignment may be particularly salient for kindergarten teachers, who have experienced recent shifts in instructional priorities as standards-based academic learning has been increasingly integrated into the classrooms of our youngest students. Thus, misalignment in teachers’ instructional priorities regarding Common Core academic topics (math, English) and socio-emotional learning skills may be especially important for kindergarten teachers’ job satisfaction. Research Questions (a) To what extent do teachers experience misalignment between their ideal and actualized instructional priorities in Common Core and socio-emotional domains? (b) Is misalignment in Common Core and socio-emotional domains related to teacher job satisfaction? (c) Which perceptions of the teaching profession contribute to job satisfaction for kindergarten teachers who report high misalignment but high job satisfaction? (d) How do their responses compare with the responses of teachers who report high misalignment but low job satisfaction? Setting and Participants A total of 911 kindergarten teachers (99% female, 83% Caucasian) from the state of Arizona participated in the study. At the time of data collection, Arizona had adapted the Common Core standards for math and literacy but had not implemented socio-emotional standards for kindergarten. Research Design Participants completed a survey in which they reported on their ideal and actual instructional priorities, their job satisfaction, and why they felt satisfied or unsatisfied with the profession. Data Collection and Analysis We used mixed methodology with concurrent data collection but sequential data analysis to answer our research questions. Findings/Results In the quantitative phase (Phase 1), we found that teachers experienced significant misalignment between their ideal and actual instructional priorities regarding socio-emotional development priorities, but not regarding Common Core academics. Additionally, a logistic regression demonstrated that for both domains of instruction, misalignment negatively predicted job satisfaction. Qualitatively, highly misaligned teachers who reported higher job satisfaction levels more often described psychological well-being, positive student characteristics, and the ability to tend to the needs of their family and friends as reasons for their job satisfaction than highly misaligned teachers with lower job satisfaction. Conclusions The present study has implications for teacher training, recruitment, and professional development aimed at supporting job satisfaction in kindergarten teachers.
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Jswd, Jswd, Suleman Ghaffar, Abdul Waheed, and Khalid Iqbal. "Job Crafting and Teacher’s Satisfaction in Public Sector Universities of Multan." JOURNAL OF SOCIAL WORK AND SUSTAINABLE DEVELOPMENT 1, no. 1 (April 13, 2022): 32–39. http://dx.doi.org/10.52587/jswsd.v1i1.5.
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The current subjective work concerning job satisfaction and teacher’s satisfaction in the public sector universities was conducted in the district of Multan, Pakistan. The subjective work is an exploratory study to know the association among the approaches of job-crafting, relational crafting, and cognitive crafting likewise psychological empowerment of teacher’s satisfaction concerning to their work who are specifically engaged to the public sector universities. The subjective work reveals the utmost positive association between the job crafting and satisfaction of teachers' work. For this purpose, sampling comprised of 300 on-duty teachers from three public sector universities (NUML, BZU, and NFC) to explore the cognitive and psychological impact on job crafting and teachers’ satisfaction in the public universities. Multiple regression analyses were performed to examine the impact. Furthermore, subjective research work indicates the significant importance of job-crafting towards a higher level of satisfaction for teachers who are engaged in universities. Job happiness is directly linked to issues such as job creation, workplace conflict, and psychological empowerment.
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Göldağ, Battal. "Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1464–79. http://dx.doi.org/10.18844/cjes.v15i6.5285.
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This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.
Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;
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Mujiono, Mujiono. "PENGARUH BUDAYA SEKOLAH, INTEGRITAS GURU DAN KEPUASAN KERJA GURU TERHADAP EFEKTIVITAS KERJA GURU SMKN KABUPATEN KUBU RAYA." At-Turats 11, no. 2 (January 25, 2018): 146. http://dx.doi.org/10.24260/at-turats.v11i2.891.
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The research objective to observe the influence of school culture, integrity teachers and teacher job satisfaction on
the effectiveness of teachers' work. The study was conducted in the Education Kubu Raya district area Kalimantan
West, methods of field research through surveys, using questionnaires through path analysis approach. Affordable
population is around the Kubu Raya teachers of SMKN using random sampling techniques. The results obtained
are positive effect School culture on the effectiveness of teacher work, the integrity of the teacher toward teacher
effectiveness, teacher job satisfaction toward effectiveness of teacher work, school culture toward job satisfaction
of teachers, the integrity of the teacher toward teacher job satisfaction, and a positive effect the school culture
toward integrity of teachers. In the end the results of this research are expected to be useful for education and to
increase the effectiveness of teachers SMKN (vocational schools) in Kubu Raya Kalimantan West
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Buyukgoze-Kavas, Aysenur, Ryan D. Duffy, Oya Yerin Güneri, and Kelsey L. Autin. "Job Satisfaction Among Turkish Teachers." Journal of Career Assessment 22, no. 2 (July 25, 2013): 261–73. http://dx.doi.org/10.1177/1069072713493980.
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Guoba, Andrius, Birutė Žygaitienė, and Inga Kepalienė. "Factors Influencing Teachers’ Job Satisfaction." Journal of Humanities and Social Sciences Studies 4, no. 4 (December 4, 2022): 234–41. http://dx.doi.org/10.32996/jhsss.2022.4.4.30.
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Job satisfaction is important both for the qualitative development of activities of an organisation and for the well-being of employees when their work activities also meet the needs that are important to an individual. In today’s education system, the turnover of teachers and their retention in general education institutions pose many challenges; thus, the issue of job satisfaction is becoming increasingly more relevant. Moreover, research on teachers’ job satisfaction is significant not only because of its importance for staff turnover and retention but also because of its impact on students’ learning outcomes. The subject of this research is teachers’ job satisfaction. The aim of the study is to theoretically substantiate the concept of teachers’ job satisfaction and to reveal the factors influencing the job satisfaction of Lithuanian teachers. To achieve the aim of the study, a quantitative research method and a questionnaire survey were chosen. The Job Satisfaction Survey by Paul E. Spector was used to assess teachers’ job satisfaction. The study results revealed that teachers’ job satisfaction is most strongly affected by the nature of their work and communication at work, while teachers are least satisfied with their pay and promotion opportunities.
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Devi, Nongmeikapam Premika, and N. Nomika Devi. "Job Satisfaction Of Teachers Of Elementary Schools In The Valley Districts Of Manipur Under Different Managements." Thematics Journal of Geography 8, no. 8 (August 23, 2019): 167–77. http://dx.doi.org/10.26643/tjg.v8i8.8142.
Full textAbstract:
Elementary education plays an important role in laying the proper foundation of child`s cultural, emotional, intellectual, moral, physical, social and spiritual development. In order to ensure that proper teaching learning process to take place, it is important that sufficient number of teachers are made available in the schools. Teachers’ role is central of all processes of education. A teacher is indispensable even in the most well equipped system of education. Teacher to be real manager of class room teaching learning process, must have skills, competence, inclinations and of course entire satisfaction with his job. Richard Wynn states that the following factors contribute to the satisfaction in a career. Intrinsic value of work; Security of life; The right to participate; Recognition and approval; Humane treatment and Self expression. The objective of the study is to find the satisfaction in different dimensions of job satisfaction (Satisfaction with working conditions; Satisfaction with job-content; Satisfaction with management attitude; Satisfaction with student receptivity; and Satisfaction with social predisposition) of teachers of elementary schools in the valley districts of Manipur under different managements viz. Aided, Government and Private maagement. The sample consisted of 600 teachers of elementary schools in the valley districts of Manipur: 268 teachers from 38 elementary schools, 122 teachers from 26 aided schools and 210 teachers from 32 private schools. Job satisfaction Questionnaire was constructed for the survey. The satisfaction with working conditions of the teachers on the areas viz. Intervals at the Right Time, Working Hours Convenient and Sanitation and Hygiene were dependent on the Type of Management. This means that there exists significant difference in these areas with respect to management. The satisfactions with Job content of elementary school teachers in the areas of Salary, Satisfied with Leave Facilities, Satisfied with Chances of Increasing Income and Co-worker praises were significant with respect to management. The satisfaction with management attitude in the areas viz. Job fully secured, Head takes interest in the welfare of the teachers, Chances of promotion and Promotion on the basis of seniority cum merit basis are dependent on the type of management. There exists significant difference in these areas with respect to management. The satisfaction with student receptivity in the areas viz. Students maintain discipline, Students’ attendance, Students understand their responsibilities and Students have friendly attitude were dependent on the Type of Management. There exists significant difference in these mentioned areas with respect to management. The satisfaction with social predisposition in the areas viz. Feels teaching is high social status job, Society respects as an elementary teacher and Feel proud to introduce as an elementary teacher are dependent on the type of Management. There exists significant difference in these areas with respect to management.
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Pps, Jurnalpps, Isti Warsini, Nugroho Mardi Wibowo, and C. Sri Hartati. "PENGARUH KOMPENSASI DAN MOTIVASI TERHADAP KEPUASAN KERJA MELALUI PRESTASI KERJA GURU PADA SDN SE-GUGUS 3 BALIKPAPAN KOTA." Jurnal Manajerial Bisnis 2, no. 01 (June 28, 2019): 54–69. http://dx.doi.org/10.37504/jmb.v2i01.146.
Full textAbstract:
This study aims to describe, knowing the simultaneous and partial effect of compensation, work motivation, work performance and teacher job satisfaction on SDN in Cluster 3 Balikpapan City through work performance. This study uses a quantitative approach and type of explanatory research. The population in this study were all teachers of SDN in Cluster 3 Balikpapan City. The sample of this study amounted to 55 teachers. The sampling technique uses saturated samples. Data collection methods use questionnaires and documentation. Data analysis method used descriptive analysis and path analysis. The results of the study showed that compensation had a significant effect on the work performance of teachers at SDN in Cluster 3 Balikpapan City. Work motivation has a significant effect on teacher work performance. Compensation has a significant effect on teacher job satisfaction. Work motivation has a significant effect on teacher job satisfaction. Work performance has a significant effect on teacher job satisfaction. Compensation has a significant effect on teacher job satisfaction at SDN in Balikpapan City 3 through work performance. Work motivation has a significant effect on teacher job satisfaction at SDN in Cluster 3 Balikpapan City through work performance. Keywords: compensation, work motivation, job satisfaction, work performance