Teacher Satisfaction Research Articles

The relationship between classroom racial/ethnic composition and teacher perceptions of work conditions

PurposePrior research reveals that teachers have lower job satisfaction when they have more Black students, but this work does not consider how different aspects of work conditions – and the increasing diversity of students beyond a Black/White binary – may matter. This study aims to examine the relationship between teachers’ perceptions of work conditions and the racial/ethnic compositions of the classes they teach.Design/methodology/approachThis study leverages data from the Measures of Effective Teaching (MET) study. Analyses consist of both descriptive statistics and multilevel regression modeling.FindingsFindings show that teachers’ satisfaction with working conditions varies in relation to the racial/ethnic composition of their students. Increase in the percent of Black, Latinx and Asian American students in a teacher’s classroom, was associated with a decrease in satisfaction with community involvement and student behavior. For increase in Latinx and Asian American students, this study finds significant decrease in satisfaction with measures of pedagogical and job support. For measures of school leadership and responsiveness to professional development needs, this study sees no significant relationship, which suggests that perceptions of some working conditions are more strongly tied to classroom demographics than others.Originality/valueThis work adds nuance to previous research on teacher job satisfaction by exploring satisfaction with various working conditions and how it varies in relation to classroom racial composition. This study concludes with a discussion of potential explanations for observed differences in teacher satisfaction, as well as potential ways to address these differences.

The Effect of School Adhocracy Culture on Teacher Effectiveness in Government Aided Secondary Schools in Luwero District, Uganda

The purpose of the study was to assess the relationship between the school adhocracy culture and teacher effectiveness in government-aided secondary schools in Luwero district of Uganda. The study utilized a mixed survey method with a cross-sectional research design to gather data from a sample population and establish patterns and relationships between school adhocracy culture and teacher effectiveness. This study focused on 645 teachers and 25 Headteachers from government-aided secondary school in Luwero District. Using lists from the schools under study for sampling purposes, teachers were chosen using Krejcie and Morgan's table approach, with Headteachers of schools chosen as key informants using the purposive sampling technique. The convenience sampling method was employed to select teachers in each school for data collection, ensuring generalization and accessibility to the target population. For data collection, questionnaires, interviewing and observation methods were employed. For descriptive analysis, the teacher skills against the background characteristics were done with the aid of cross-tabulation. Adhocracy culture statements that were scored 100% between the now and the preferred were analyzed with the aid of the ordinary least squares multiple linear regression which was stratified between the coefficients for now and preferred. The analysis of adhocracy factors were found to be associated with lower preferred teacher effectiveness. Overall the study findings revealed that there was no significant relationship between school adhocracy culture and teacher effectiveness. The researcher advises educational institutions to adopt tailored approaches, considering teachers’ demographics and teacher professional development, balance innovation and risk-taking with teacher satisfaction, promote individuality and uniqueness in leadership, optimize resource allocation, and consider fostering a culture of success through initiatives and narratives that support teacher professional growth and student achievement.

Analisis Pengaplikasian Kurikulum Merdeka: Penggunaan E-Rapor Sebagai Alat Evaluasi di SMAN 1 Cikarang Selatan

This research is motivated by the E-Rapor Kurikulum Merdeka application at SMAN 1 Cikarang Selatan as the object of research seen from the method of use, application features. Processing and filling in this application shows changes in evaluation tools from manual to digital and dealing with the post-covid 19 pandemic situation. Then, this research is limited by several research questions in the form of problem formulations containing the reasons for using this application; advantages and disadvantages of the application; user responses to the application; and to what extent this application provides teacher satisfaction as users. Furthermore, this research uses a qualitative approach with a descriptive method, namely a method that focuses on problems based on facts carried out by means of observation, interviews, and studying documents. In addition, to deepen the analysis, Usability analysis is used with several aspects developed as indicators: Learnability, Efficiency, Memorability, Error, and Satisfaction. These five aspects are used as a reference as a way to analyze how effectively this application is used and the weaknesses in it. The Merdeka Curriculum E-Rapor application applied at SMAN 1 Cikarang Selatan after being studied showed that this application is easy to use, user friendly, and errors experienced personally as users are not in the application. In terms of efficiency, when logging out. The security aspect of this application is very good and cannot be logged in carelessly on the device, because it will make the account unable to log back in and must ask the operator to reset the account, easy to open and run, quick to master its use, according to user expectations, appropriate, complete features, easy to access, easy to remember, difficulty logging out, closing the window cannot access login.

Participation in decision making and job satisfaction of teachers in a special education center in China

Participation in decision making and job satisfaction of teachers in a special education center in China

Futuristic Leadership to build a Golden Generation at Surakarta Elementary School

This research explores the application of futuristic leadership in SD Surakarta to build a golden generation. Futuristic leadership here refers to an approach that integrates technology, innovative curricula, sustainable teacher training, and community participation to create an adaptive and innovative educational environment. Research methods used include in-depth interviews, focus group discussions (FGD), participatory observations, and documentation analysis. Research results show that the application of technology in learning improves student engagement and motivation. Curriculum that combines project-based learning (PBL) and STEM approaches successfully enhances student creativity, critical thinking, collaboration, and problem-solving skills. Active participation of parents and communities creates strong support for student holistic development. Facilities and classrooms designed to support interactive and collaborative learning create an environment conducive to the development of students' skills and creativity. The impact of this application is a significant improvement in the academic achievement and skills of 21st century students, teacher satisfaction, as well as parental involvement. The research concludes that futuristic leadership in SD Surakarta is effective in building a golden generation and can serve as a model for other schools that want to adopt a similar approach.

Analysis of Extracurricular Programs That Affect College Students' Writing and Speaking Skills

Communication skills such as writing and speaking contribute to learners' satisfaction with school life, academic achievement, and improvement of adaptability. In particular, the extracurricular activities experienced during college affect the acquisition of key qualities necessary for social life. The purpose of this study is to identify the extracurricular programs that affect the writing and speaking ability of college students. To confirm the purpose of this study, data were collected through an online survey conducted from April to May 2022 for current students at 4-year E-University located in Gyeonggi-do. The measurement tool is the Korea-National Survey of Student Engagement (K-NSSE). The Undergraduate Education Satisfaction Survey is a diagnostic tool that can obtain objective information on the quality and performance of undergraduate education by diagnosing undergraduate students' learning participation, learner psychology, high-efficiency program participation, and student performance. For the analysis method, frequency analysis and descriptive statistical analysis were performed. In addition, correlation analysis was performed to examine the validity between variables and to confirm multicollinearity. Finally, multiple regression analysis was performed to verify the influence of the non-examination program on the writing and speaking ability of college students. Results showed that the extracurricular program on the writing ability of college students had an influence in the order of learning mentoring, freshman orientation, professor's research project, and learning community activity. Moreover, the extracurricular program that affected the speaking ability of college students had an influence in the order of learning mentoring, professor's research project, freshman orientation, and learning community activity.

Optimizing resident training in obstetrics and gynecology: a new perspective on the refined Peyton four-step teaching method

ObjectiveIn the surgery-focused field of obstetrics and gynecology (OB-GYN), the development of residents’ skills is paramount. This study aims to evaluate the impact of an enhanced Peyton Four-Step Teaching Model on the foundational skill training of first-year OB-GYN residents.MethodsUtilizing a cohort study design, we assessed 116 first-year residents from the OB-GYN residency program at Shengjing Hospital of China Medical University from June 2021 to June 2023. The 57 residents beginning their training in 2022 were part of the Refined Peyton (RP) group, introduced to the RP method; the 59 residents from 2021 served as the Traditional Teaching-mode (TTM) group, receiving conventional simulation-based instruction. Teaching effectiveness was assessed by comparing theoretical knowledge and skill performance assessments, National Medical Licensing Examination (NMLE) pass rates, direct observation of procedural skills (DOPS) one year post-training, and survey feedback.ResultsThe theoretical knowledge scores for both groups were comparable at 78.78 ± 4.08 and 78.70 ± 3.83, with no significant difference (P = 0.76). However, the experimental group demonstrated superior performance in skill operation assessments, first-time NMLE pass rates, and DOPS evaluations one year after training [(77.05 ± 5.39) vs. (84.60 ± 5.65), 100.0% (57/57) vs. 86.4% (51/59), and (75.22 ± 3.56) vs. (82.54 ± 3.43)], as well as higher teaching satisfaction scores [(4.63 ± 0.46) vs. (3.92 ± 0.62)], with all differences being statistically significant (P < 0.05).ConclusionThe refined Peyton Four-Step Teaching Model significantly improves the immediate acquisition and long-term retention of clinical basic skills among OB-GYN residents, enhancing both teaching efficacy and resident satisfaction.

Analysis of personal competences in teachers: a systematic review

BackgroundThe relevance of teachers’ emotional and social competencies in education has been highlighted as they enable them to establish effective relationships, manage emotional situations and create positive learning environments. The absence of these competencies can lead to emotional exhaustion and negatively affect the classroom environment, thus stressing the need to strengthen these skills so that teaching professionals can adapt to the changing demands of the educational environment.ObjectiveThe primary aim of this paper is to analyze the existing programs for training socioemotional skills in teachers and evaluate their effectiveness. To achieve this, a systematic review of the literature is conducted, focusing on the empirical research existing to date that promotes and enhances these skills through intervention programs.MethodsA literature search was performed using the electronic databases Psycinfo, Psicodoc, Psychology Database, Pubmed, Science Direct and Dialnet Plus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Studies were eligible for inclusion in this review if they investigated the effectiveness of interventions and training protocols for enhancing personal competencies of a sample of participants composed of teachers.ResultsActivities aimed at strengthening personal competencies in teachers tend to have a positive impact on areas such as job satisfaction, professional commitment, emotional management, and stress reduction, which has a favorable impact on students. However, the effectiveness of these interventions may vary depending on the design of the study and the individual characteristics of the participants.ConclusionThe importance of training educators in personal and emotional skills is highlighted, due to its feasibility and the benefits it implies for both educators and students. Valuable insights for future practices, emphasizing the need for continuous training, digital technologies, mentoring, and holistic well-being to improve educational quality and job satisfaction for teachers are provided.

Comparative Analysis of Job Satisfaction Among Government and Private Primary School Teachers

This study investigates the comparative job satisfaction levels among primary school teachers in government and private sectors. Using a quantitative methodology, the research employs a standardized job satisfaction survey administered to a random sample of teachers from both types of institutions. The aim is to identify significant differences in job satisfaction levels and explore factors contributing to these differences. Preliminary findings suggest that there are notable disparities in job satisfaction influenced by factors such as work environment, professional development opportunities, and compensation. This paper discusses the implications of these findings for educational policy and school administration, offering recommendations for enhancing teacher satisfaction and, consequently, educational outcomes. The results underscore the need for targeted interventions that address the specific needs and challenges faced by teachers in different educational settings.

Effect of Distributed and Instructional Leadership of Chinese School Principals on the Job Satisfaction of Teachers: A Conceptual Paper

School principals’ leadership behaviours influence the job satisfaction of the teacher, which in turn, defines the effectiveness of the school climate. Therefore, it is crucial to know how the leaderships styles, specially the distributed and instructional leadership, affect the job satisfaction of the teachers in the Chinese school context. So, the aim of the study is to analyse the effect of distributed and instructional leadership of Chinese school principals on the job satisfaction of teachers along with the mediating roles of reward, motivation, and effectiveness. In order to achieve the aim, the study adopted a “review-style” research method and explored the relevant past literature. The researcher confined the time frame from 2019 to 2024 to include the most recent studies and the theses, books, and discussions were not utilized as they did not fit into the standard of research articles. In the context of educational policy and school management practices worldwide, the implications of this study are significant. Therefore, suitable leadership interventions would improve teachers’ work satisfaction and consequently, the students’ achievements.

The Influence of Emotional Intelligence on Job Satisfaction of Special Education Integration Teachers in Secondary Schools in Malacca

The Influence of Emotional Intelligence on Job Satisfaction of Special Education Integration Teachers in Secondary Schools in Malacca

Kolaborasi Guru dan Manajemen Sekolah dalam Pengembangan Kurikulum Efektif

This research aims to identify the role of collaboration between teachers and school management in developing an effective curriculum at SMP Plus Darussalam. The research method used is a qualitative approach with a case study design. Data was collected through in-depth interviews with school principals, teachers and students, as well as participatory observation and analysis of documents related to the curriculum. The research results reveal that close collaboration between teachers and school management is very important in designing and implementing a curriculum that suits students' needs. Collaborative involvement with various parties enriches the curriculum development process, increases the relevance of the material, and facilitates responsive adjustments to educational challenges. This research concludes that a collaborative approach not only improves curriculum quality but also increases teacher satisfaction and student motivation. The implication of these findings is the need to integrate collaborative models in curriculum development in other schools to achieve more adaptive and effective education, as well as strengthen a supportive and inclusive learning environment.

Comparison of Job Satisfaction of Private and Public School Teachers in Godawari Municipality

This study analyzed the job satisfaction among teachers in private and public schools located within Godawari Municipality of Lalitpur district. The sample of the study contains five private schools and five public schools which were selected from ward number 9, 10, 11, 12 and 13 of Godawari Municipality of Lalitpur district, Nepal. 100 teachers were approached for the data collection, out of which, 94 responded. Out of 94 respondents, 49 were from public and 45 were from private schools. Data was collected in 2019. Different variables like working environment, salary, staff relationship and motivation were used to analyze the job satisfaction. The data were collected through field survey and 5 points Likert scale questionnaire was used. The data was analyzed through SPSS and it was found that the teachers of private schools were more satisfied in comparison to public schools in terms of working environment, staff relationship and motivation and there was no difference in the satisfaction between the private and public-school teachers.

ASSESSMENT OF OCCUPATIONAL STRESS AND JOB SATISFACTION AMONG SCHOOL TEACHERS IN SELECTED HIGHER SECONDARY SCHOOLS OF MURSHIDABAD, WEST BENGAL

Introduction: Occupational stress among teachers results from the working conditions. Stressed out teachers cannot work effectively. Their motivation and job satisfaction are lower, and they exhibit undesirable behaviours.Aim: This study aims to find out school teachers' degree of job satisfaction and occupational stress, to identify correlation between work-related stress, job satisfaction, and association between occupational stress with the selected sociodemographic aspects.Method: In order to ascertain occupational stress and job satisfaction among school teachers in the contemporary, demanding world, the researcher carried out a descriptive survey research on assessment of occupational stress and job satisfaction among teachers in selected higher secondary schools of Murshidabad, West Bengal. The method of non-probability convenience sampling was used to choose 120 school teachers working in selected higher secondary schools of Murshidabad, West Bengal. A semi-structured questionnaire, the Teachers Occupational Stress Scale designed by Sajid Jamal and Abdul Raheem, and the Job Satisfaction Survey created by Paul E. Spector, were used to gather the data.Result: The study result showed that majority of school teachers (92.5%) had moderate/average degree of occupational stress. Most of the school teachers (81.66%) had ambivalent level of job satisfaction. The study also revealed occupational stress and job satisfaction of school teachers’ have a weakly negative correlation which was significant. A chi-square test indicated a significant association between the age of a school teacher and occupational stress. The study has implications for Nursing Research, Nursing Administration, Nursing Practice, and Nursing education and it is recommended for future research study.

The Mediating Effect of Ego Resilience in the Effect of Job Stress on Job Satisfaction of Childcare Teachers

The Mediating Effect of Ego Resilience in the Effect of Job Stress on Job Satisfaction of Childcare Teachers

The Effect of Entrepreneurship and Career Resilience of College Students on the Entrepreneurial intention : Focusing on the moderating effect of entrepreneurship education satisfaction

The Effect of Entrepreneurship and Career Resilience of College Students on the Entrepreneurial intention : Focusing on the moderating effect of entrepreneurship education satisfaction

Effects of telephone nursing education and counselling on discharge satisfaction level and self-care strength of patients after coronary artery bypass grafting.

The aim of this study was to determine the effects of nursing education and counselling provided by telephone to individuals undergoing coronary artery bypass graft surgery on their discharge satisfaction levels and self-care power levels. The study was conducted using a randomized controlled experimental research model with a pre-test-post-test control group (30 individuals in the experiment group and 30 individuals in the control group). Routine nursing care was applied to the patients in the control group throughout their attendance, and no training or intervention was made after discharge. By contrast, in addition to routine nursing care, the for 4 weeks in the experimental group received nursing education and counselling services by phone in the post-discharge period. A 'Personal Information Form,' 'Discharge Training Satisfaction Scale,' and 'Self-Care Strength Scale,' which were prepared by the researchers and included the personal information of the patients, were used to collect the data. The difference between the pre-test self-care power scale and discharge education satisfaction scale sub-dimensions of the groups and the mean score of the total score was not statistically significant. The post-test self-care power scale and discharge education satisfaction scale sub-dimensions and total score averages of the patients in the experimental group were higher than in the control group, and the difference between them was statistically significant (P <0.05). The nursing education and counselling services given to the patients on the phone increased their self-care skill levels and discharge satisfaction levels.

Organizational Culture and Job Satisfaction of Private Scholl Teachers in the Context of San Jose City, Nueva Ecija, Philippines

Organizational Culture and Job Satisfaction of Private Scholl Teachers in the Context of San Jose City, Nueva Ecija, Philippines

Assessing institutional image's influence on student satisfaction and loyalty in Singapore's higher education: A study on higher learning institution students

This research project expands on previous studies to analyze the institutional image from the perspective of higher education students in Singapore. The work builds on extensive prior research and examines the impact of the recent pandemic and lockdowns in Asia, which have increased Singapore's popularity as a study destination for Asian students, particularly from China. Known as the Garden City and one of Asia's wealthiest cities, Singapore has grown significantly due to foreign direct investment and its strategic location near Malaysia and Indonesia. This study aims to identify institutional and city image dimensions in higher education, focusing on three of Singapore's six publicly funded universities. The critical factors examined include Institutional Image, Economic Image, Social Image, Environmental Image, Perceived Educational Quality, and Satisfaction and Loyalty. These factors are crucial for Singapore's goal to become an innovation and talent powerhouse by 2030, aligning with national scientific and technological advancement plans. The research also explores how Singapore competes with traditional study destinations like the USA, Britain, and Australia.

Relationships between Self-Efficacy and Teachers' Well-Being in Middle School English Teachers: The Mediating Role of Teaching Satisfaction and Resilience.

Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact on language teaching within the context of middle school education. In this sense, this study employs a mixed-methods research design, selecting 375 Chinese middle school English teachers to investigate the roles of teaching satisfaction and resilience in the relationship between self-efficacy and teachers' well-being. A structural equation modeling approach and NVivo were utilized to analyze quantitative data and qualitative data, respectively. Quantitative results reveal that both teaching satisfaction and resilience mediate the relationship between self-efficacy and teachers' well-being. Qualitative interviews reveal that teaching satisfaction primarily enhances job commitment, reduces job stress, improves student relationships, and increases professional growth. Meanwhile, resilience plays a crucial role in stress management, positive adaptation, and emotional regulation. This research offers insightful implications for improving teachers' well-being and contributes significantly to the broader discourse on foreign language teacher education.