Teacher Satisfaction Research Articles

Influence of tenure policies on job satisfaction, motivations, and experiences of language teachers in Macau’s higher education

Despite being controversial, teacher tenure policies are understudied, particularly in higher education contexts outside the Western world. Using semi-structured interviews with 15 university faculty members, this study explored how tenure systems influence the teaching practices, motivations, and job satisfaction of language teachers in Macau's universities. It was revealed that Macau implemented competitive, “up or out” tenure policies that were based on research output. Faculty were anxious as vague expectations heightened research priorities over teaching quality and student support. Requirements also strained collegial relationships as faculty goals focused on promotion. Veteran professors demonstrated resilience, maintaining intrinsic motivation despite policies. They advocated improving policies by promoting transparency, balancing workloads, accommodating disciplines, and communicating effectively. Using empirical data, this study identifies key policy implications for supporting teacher motivation while balancing inequality constraints. It provides empirical insight into optimizing tenure for teacher engagement and fulfillment.

The Impact of Online Teaching on Job Satisfaction and Performance of Panskura Banamali College (Autonomous) Teachers as a Representative Sample College in West Bengal

A global trend toward online learning has been observed in educational institutions, especially those in West Bengal, since the start of the COVID-19 epidemic. Even though online learning has been there for a while, the epidemic has hastened its uptake, making it an essential part of the educational environment. Similar to numerous other institutions, West Bengal colleges were forced to swiftly shift to online educational environments, which required modifications to staff training and pedagogical approaches. Responses to the introduction of online instruction in West Bengali colleges have been mixed. Some educators welcomed the chance to experiment with cutting-edge teaching techniques and new technologies, but others found adjusting to this new training style extremely difficult. These difficulties may affect teacher satisfaction and general performance because of restricted access to technology, poor infrastructure, and a lack of training. This study delves into the experiences and attitudes of college teachers in West Bengal towards online teaching, exploring its impact on their job satisfaction and performance. It examines the challenges and opportunities associated with online instruction, focusing on the unique context of higher education in West Bengal. This document presents a comprehensive analysis of the factors influencing teacher satisfaction, identifies potential strategies for improvement, and offers recommendations for policymakers and administrators to enhance the effectiveness of online teaching in West Bengal's colleges.

유아교사의 자기조절력이 직무만족도에 미치는 영향: 교사효능감의 매개효과를 중심으로

This study investigated the mediating effect of teacher-efficacy between self-regulation and job satisfaction among of early childhood teacher. Data was collected from 298 early childhood teachers using questionnaires, and the results were analyzed using descriptive statistics, Pearson’s correlation analysis, multiple regression analysis, and bootstrapping analysis. The results of the study are as follows. First, there were positive correlations among self-regulation, teacher-efficacy, and job satisfaction of early childhood teachers. Second, self-regulation and teacher-efficacy among early childhood teachers significantly affected their job satisfaction. Third, teacher-efficacy mediated the relationship between self-regulation and job satisfaction, and its significance was verified. Based on these results, the study is meaningful because it provides fundamental information on how to strengthen teacher-efficacy by identifying the relationship between self-regulation and job satisfaction among early childhood teachers, and reveals the mediating role of teacher-efficacy in this relationship.

신규교사 직무환경과 직무만족도와의 영향관계 분석

This study analyzed the perception of job environment and job satisfaction of 748 new teachers, and the influence relationship between job environment and job satisfaction. The research results are as follows. First, new teachers’ job satisfaction was at a normal level, and their perception of the work environment was at a normal and below average level, excluding job stability. Second, in the analysis of group differences in new teachers’ job satisfaction and work environment, the perception of new elementary school teachers was statistically lower than that of new teachers at other school levels. Third, both internal and external job factors were influencing the job satisfaction of new teachers. Based on the research results, suggestions were made to improve the financial compensation system and Creating conditions for participation in the decision-making process for new teachers, cooperate with homeroom teachers, develop capabilities, and establish a work environment evaluation system.

Uncovering through a Mixed Method Lense: The Perceived Leadership Styles and Employees Job Satisfaction in Higher Education

Uncovering through a Mixed Method Lense: The Perceived Leadership Styles and Employees Job Satisfaction in Higher Education

교직 만족도 및 교사 효능감에 영향을 미치는 요인 탐색: 세대 간 비교를 중심으로

[Purpose] The purpose of this study is to compare and analyze the factors affecting teacher satisfaction and efficacy of Generation X and millennial teachers. [Methods] To achieve this goal, the factors affecting teacher satisfaction and efficacy were analyzed using the Ordinary Least Square and Quantile regression for teacher data in the 6th year of the Gyeonggi Education Panel Study(GEPS) Elementary Panel. [Results] First, Factors affecting satisfaction in teaching jobs were found to be the degree of change in classes due to the expansion of open classes, satisfaction in current schools, participation in teaching improvement activities, and effect of training. In the case of millenials, the degree of change in classes due to the expansion of open classes, academic background, the leadership of school principals, and satisfaction in current schools. Second, the factors affecting teacher efficacy of the X-generation were the degree of class change due to the expansion of open classes, the degree of teacher cooperation, the current school climate, the degree of school satisfaction, the effect of training, community relationship, major education policy awareness, and in the case of millenials, gender, teaching career, teacher cooperation degree, principal leadership, participation in teaching improvement activities, and awareness of major education policies. [Conclusion] Through the analysis results, the teacher wage system, support for the principal's leadership, and the necessity of improving the senior teacher system were suggested

A Study on the Work Process-Based Practical Training Model for Basic Nursing Skills in Vocational Colleges

Objective: To explore and analyze the work process-based practical training teaching model for basic nursing skills in vocational colleges and its implementation effects. Methods: A total of 82 nursing students from our school were selected for the study, which was conducted from April 2023 to April 2024. Using a random number table method, the students were divided into an observation group and a control group, each with 41 students. The control group received conventional practical training teaching, while the observation group followed the work process-based practical training model for basic nursing skills. The assessment scores and teaching satisfaction of the two groups were compared. Results: The comparison of assessment scores showed that the observation group performed significantly better than the control group (P < 0.05). The comparison of teaching satisfaction also indicated that the observation group had significantly higher satisfaction than the control group (P < 0.05). Conclusion: The work process-based practical training teaching model for basic nursing skills in vocational colleges can improve students’ assessment scores and enhance teaching satisfaction, demonstrating its value for wider application.

Exploration and Application of the Flipped Classroom Based on Outcome-Oriented Educational Principles in Vocational Nursing Practical Training

Purpose: To explore the practical effects of using the flipped classroom approach based on outcome-oriented educational concepts in nursing practical training at vocational colleges. Methods: From February 2023 to February 2024, a total of 62 nursing trainees from our school were sampled and randomly divided into a study group and a control group using a randomized controlled trial design, with 31 students in each group. The control group received conventional training, while the study group received practical training based on the outcome-oriented educational concept in flipped classrooms. Comparison was made between the two groups on assessment scores, teaching satisfaction, and self-directed learning ability ratings. Results: Statistical comparisons showed that the study group’s assessment scores, teaching satisfaction, and self-directed learning ability ratings were significantly higher than those of the control group (P < 0.05). Conclusion: The flipped classroom model based on outcome-oriented educational concepts in nursing practical training at vocational colleges can improve students’ assessment scores and self-directed learning abilities, and enhance teaching satisfaction, demonstrating potential for wider application and dissemination.

Exploring Primary Education in China: Approaches to Improving Teachers' Job Satisfaction

The job satisfaction of primary school teachers in Shandong Province is an issue that demands urgent attention. Research has shown that teacher job satisfaction directly impacts their professional development and the quality of education, with the principal’s leadership style potentially exerting significant influence. Although transformational leadership is theoretically advantageous, its practical application within China’s basic education system requires further empirical validation. This study collected quantitative data from 389 primary school teachers in Shandong Province via an online survey to explore the relationship between transformational leadership and job satisfaction. The findings indicate that, first, significant differences exist between various dimensions of job satisfaction, suggesting that teachers have inconsistent perceptions regarding aspects such as working environment and compensation. Second, while certain aspects of transformational leadership, such as concern for the subordinates’ quality of life, received positive evaluations from teachers, other areas, like compensation and promotion opportunities, show considerable room for improvement. Lastly, the data reveal a strong positive correlation between transformational leadership and job satisfaction, particularly in leadership practices that promote teachers’ well-being and personal development. These results challenge the idealized view of transformational leadership as a panacea for all organizational challenges. The study suggests that while transformational leadership can motivate teachers, its effectiveness is limited when not aligned with broader organizational policies and practices. Therefore, for transformational leadership to be genuinely effective, it must be complemented by structural reforms, especially in addressing the specific needs and concerns of teachers.

Jaw relation recording and transferring: Using digital technology to augment its instruction in predoctoral prosthodontics

AbstractObjectivesThe study compared the learning effectiveness and teaching satisfaction of dental students from three teaching methods (traditional, digital, and combined pedagogy) for instructing jaw relation recording and transferring (JRRT).MethodsNote that, 276 fourth‐year undergraduate students from three classes were randomly divided into three groups to study JRRT in complete dentures using different teaching methods: traditional pedagogy group, digital pedagogy group, and combined digital and traditional pedagogy group. After the course, the learning effectiveness of basic knowledge and satisfaction questionnaire was administered to the three groups of participants using a quick response code for online answering. The questionnaire was customized by the teacher based on the content delivered to each group.ResultsThe data were analyzed using the Chi‐square test with Fisher's exact test. Both the digital and combined pedagogy groups showed a significant increase in basic knowledge test scores and higher satisfaction, compared to the traditional pedagogy group (p < 0.01). Particularly, the participants from combined pedagogy showed better teaching satisfaction than the digital pedagogy group (p < 0.001).ConclusionsThe use of digital technology in JRRT significantly enhanced students' learning effectiveness and teaching satisfaction.Clinical significanceThis educational innovation emphasizes digital technology to visualize vital concepts and operational intricacies related to JRRT. The findings have major implications for improving teaching methods in the field of prosthodontic dentistry.

Uncovering relationships between formal and informal learning: unveiling the mediating role of basic need satisfaction and challenge-seeking behavior

Purpose Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers’ formal and informal learning and uncover the relationship between the two. Design/methodology/approach The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model. Findings The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers’ basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process. Practical implications First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers’ learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers’ daily reflective practice. Third, there is an urgent need to design training programs to improve teachers’ abilities to purposefully expand their job boundaries, which could not only benefit teachers’ performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers’ basic needs. Originality/value This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers’ reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.

Influencing Factors and Strategies for Improving University Teachers' Job Satisfaction

With the rapid development of national higher education, the importance of university teachers' job satisfaction has become increasingly prominent. This paper discusses the previous research results on influencing factors and strategies to improve the job satisfaction of university teachers. Based on the analysis of the concept of job satisfaction in universities this paper summarizes the current situation of the job satisfaction of university teachers, and summarizes its influencing factors and existing intervention measures. For the administrators of universities to improve the existing institutions of universities, all departments should find a good focus in terms of factors and strategies and to improve the job satisfaction of university teachers.

Job Satisfaction and Career Happiness of Physical Education Teachers in Vocational Colleges in Sichuan Province, China

This dissertation explores the job satisfaction and career happiness of physical education teachers in vocational colleges within Sichuan Province, China. It investigates various factors contributing to job satisfaction, including work environment, wage compensation, benefits, fairness, and promotion criteria, as well as the challenges teachers face regarding workload and career progression. The research provided insights into how physical education teachers’ job satisfaction and career happiness can be enhanced, with a focus on how improving teacher management programs could foster better working conditions. This, in turn, could lead to increased teacher retention and improved educational outcomes for students. Based on the research findings, the institution offers a low financial benefits and are not able to pay the teachers a salary that meets the responsibilities they have. Generally, the teachers feel that their current job position does not align with their skill set, the promotion system in the school is not transparent, and does not reflect the proper performances and merit of the employees. Differences in demographic profiles has proved to not affect the extent of satisfaction of the physical education teachers as all teachers feel the same way towards their department’s work environment, fairness and promotion, workload, autonomy and decision-making, and job satisfaction. However, when it comes to wage, compensation and benefits, the teachers who earn more tend to be more satisfied with the wages and compensation more than the teachers who earn lesser than them. Moreover, the evaluation of the career happiness of the physical education teachers is at a high level, which suggests that the teachers are generally happy with their level of personal growth opportunities, work relationships, and attitude towards work. Hence, it could be inferred that respondents profile did not play crucial role in assessing satisfaction and career happiness but it could facilitate in social interactions that could be enriched by a supportive climate for collective sharing and foster a culture of attaining satisfaction and career fulfilment.

Reward satisfaction and leadership satisfaction among Tamil primary school teachers in Melaka, Malaysia

Analyzing the relationship between leadership satisfaction and reward satisfaction in primary schools can offer valuable insights for enhancing management and performance. This study aims to determine if there are significant differences in reward satisfaction and leadership satisfaction among Tamil primary school teachers in Melaka, based on their gender and teaching experience. The study adopted a descriptive research design. Stratified random sampling was employed in choosing 60 Tamil Primary School teachers in Melaka as a sample. This study used Leadership Satisfaction and Rewards Satisfaction Questionnaire (LRSQ) as instruments to collect the data. A pilot test was conducted among 30 randomly selected teachers to obtain the reliability of the instrument. The findings of the pilot test showed that the instrument is highly reliable and can be used for data collection. The key findings of the study revealed, that the reward as well as the leadership satisfaction of the male teachers were significantly higher than those of their female counterparts. On the other hand, there is no significant difference between senior teachers and junior teachers in the area of reward satisfaction. Similarly, the findings also indicated that the leadership satisfaction of the senior teachers is significantly higher than those of the junior teachers. This study has crucial pedagogical and practical implications because leadership and reward satisfaction can effect teachers’ performance in schools.

EDUCATION AND JOB SATISFACTION IN U.S. CONTACT CENTERS

Objective: The objective of this study is to investigate the relationship between the level of education completed after high school graduation and the level of job satisfaction among U.S. contact center employees. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Herzberg’s Two Factor Theory stands out, providing a solid basis for understanding the context of the investigation. Method: The methodology adopted for this research comprises a quantitative correlational approach. Participants include U.S. contact center employees. Data collection was carried out through questionnaires distributed to contact center employees. Results and Discussion: The results obtained revealed that the level of education completed after high school graduation does not significantly impact the level of job satisfaction for U.S. contact center employees. In the discussion section, these results are contextualized in light of Herzberg’s Two Factor Theory, highlighting that education completion cannot be utilized as a motivator factor in this context. Possible discrepancies and limitations of the study are also considered in this section. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of business and education. These implications could encompass human resources, management, and post-high-school education. Originality/Value: This study contributes to the literature by offering a practical contribution to contact center professionals and educational institutions. The relevance and value of this research are evidenced by its potential to impact contact center hiring processes and assessing the value of post-high-school education for contact center employees.

고교 성취 기준 연계 STEAM 융합 프로그램 개발 및 적용: 체육과 안전 영역 심폐소생술 활용

Objectives The purpose of this study is to develop a STEAM program linked to high school achievement standards based on physical education, life science, and art subjects in the 2015 revised curriculum and apply it to the school field to verify the effectiveness of the program through satisfaction analysis of students and teachers. Methods For the development of the STEAM program linked to subject achievement standards, a total of nine university professors from G Metropolitan City and five middle and high school teachers participated in the program development, and it took about eight months to apply and verify the effectiveness of the program, with three on-site high school teachers participating. As for the learning framework for program development, a total of four instructional plans were developed and applied using the three-step learning framework of “situation presentation-creative design-emotional experience” and then teacher and student satisfaction verification were conducted. Results As a result of this study, first, a STEAM 4th class program was developed that was linked to high school achievement standards based on physical education, life science, and art subjects in the 2015 revised high school curriculum. Second, as a result of the field satisfaction survey after application of the program, it was confirmed that students averaged 3.82 in terms of class satisfaction, class fun, and active participation factors. In the teacher satisfaction survey, significant results were confirmed in the necessity and effectiveness factors of STEAM education, and high satisfaction of 4.0 or more on average was confirmed in both program composition and educational effectiveness factors. Conclusions The development and application of the convergence talent education (TEAM) program using CPR were confirmed, and it was an opportunity to shed new light on the role and function of the ‘physical education subject’ in the development of STEAM convergence classes. In the future, research on the development of STEAM convergence programs in connection with physical education subjects should be actively conducted.

Investigating the Benefits of Imaginative Teaching Practices in Enhancing Educational Quality

The study examines the benefits of imaginative teaching practices in enhancing educational quality by focusing on innovative pedagogical approaches. It aims to evaluate the influence of these performances on key variables, including Student Engagement (SE), Academic Performance (AP), Educational Satisfaction (ES), Creativity Development (CD), and Critical Thinking Skills (CTS). Using SPSS software, various statistical methods, such as x2 tests, ANOVA (Analysis of Variance), T-tests, and descriptive statistics, were employed to analyze data collected from educators. The findings reveal significant improvements across all measured variables, indicating that imaginative teaching practices effectively enhance student engagement, academic performance, critical thinking skills, creativity, and overall satisfaction with the educational experience. These results suggest that incorporating creative methods in teaching can create a more dynamic, engaging, and effective learning environment, ultimately leading to improved educational outcomes.

Influence of Mentorship Programs on Students’ Academic Performance in Public Secondary Schools in Imenti North Sub- County, Meru County, Kenya

Management practices are an important ingredient in an organization. They offer a unique environment needed to attain set goals, create a good public image and build a productive relationship among the stakeholders. The main aim of this study was to determine the influence of teacher satisfaction on the academic performance of learners in public secondary schools in Imenti North sub-county, Meru County. The study was based on organizational theory, which was developed by Jaques in 1951. The study adopted a mixed methods methodology where both quantitative and qualitative methods were employed. The sampling unit consisted of public secondary schools where 6 principals were selected through purposive sampling from the top three and bottom three performing schools. Ten form three and form four students were also randomly selected from the top three and bottom three performing schools to obtain a sample size of 120 students. Data was collected using a structured questionnaire. Data collected was analyzed using descriptive and inferential statistics with the help of the statistical package for social scientists, version 26.0. A multiple Linear Regression model was used to model the relationship between the independent variable and the response variable (academic performance). The study concludes that mentorship programs have a significant positive effect on academic performance, as indicated by their p-values (P<0.05). The study recommends that schools should ensure that there are functional mentoring programs in schools, as they have been shown to positively influence academic performance. Such programs may provide guidance, support and career direction.

Variations in sources of job satisfaction and teacher efficacy between novice and experienced teachers

ABSTRACT Low levels of job satisfaction and teacher efficacy can cause teachers to leave the profession. Few studies, however, have addressed possible differences in sources of job satisfaction and teacher efficacy for teachers in different professional life phases. This study uses data about Norwegian schoolteachers derived from TIMSS 2015 to investigate the relationship between job satisfaction, teacher efficacy in science instruction, support from school leadership, and collegial collaboration among novice and experienced teachers, respectively. The results add new insights to the findings of previous research and show that teacher efficacy in science instruction is related to job satisfaction in both groups. Additionally, the results suggest that support of school leaders plays a critical role in shaping the job satisfaction of novice teachers, whereas experienced teachers’ job satisfaction is more strongly associated with collegial collaboration. Furthermore, the results indicate that support from school leadership and collegial collaboration is especially important for novice teachers’ efficacy beliefs. Practical implications are outlined, and limitations are discussed.

Leadership Practices and Teacher Satisfaction: The Critical Role of Trust and Professional Development in Mid-Career Stages

Leadership Practices and Teacher Satisfaction: The Critical Role of Trust and Professional Development in Mid-Career Stages