Teacher Job Satisfaction Research Articles

The Influencing Factors and Relationship Between Job Satisfaction and Job Performance of Primary and Junior Secondary School Teachers: Empirical Study Based on Mali’s Bamako and Kita Regions

Over decades, Malian primary and junior secondary school teachers have gone through work stoppages, strikes, and demonstrations claiming better living and working conditions. These incessant claims have caused the loss of much learning and teaching time and are charged being one of the causes of students' failure. This study examines the factors influencing Malian primary and junior secondary school teachers' job satisfaction and establishes the correlations between their job satisfaction and job performance. We used a sequential explanatory mixed-methods design to examine the factors influencing Malian primary and junior secondary school teachers' job satisfaction. The quantitative phase consisted of five hundred and twenty (n=520) teachers selected using stratified random sampling techniques. In contrast, the qualitative phase consisted of twenty (n=20) participants purposively selected from the quantitative phase based on their level of dissatisfaction. SPSS software was used to analyze the data. Thematic analysis was used to analyze the data collected from the interviews. Overall, the findings showed that most of the teachers (51 %) were not satisfied with their job. The study showed that urban teachers are more satisfied with their job than rural teachers. A significant correlation was found between teachers' general level of satisfaction and their job performance. It showed that the more satisfied teachers are, the better students' academic performance in Mali.

Teachers' Job Satisfaction and Perceptions of Online Courses during Covid-19: A Comparative Study among Israel, Jordan and Lebanon

This paper is a comparative study of teacher job satisfaction in Israel, Jordan, and Lebanon. This study will examine the extent to which demography, teacher satisfaction in online classes, and teacher-student interaction, affect their job satisfaction. The study will also examine the challenges that confront teachers in the process of online learning during the Covid-19pandemic. The study adopted a quantitative approach. To achieve the objectives of this study, the author utilized responses from 431 teachers working across Israel, Jordan, and Lebanon. The study revealed that the perception of teachers and teacher-student interaction in online classes influenced the job satisfaction of teachers. The findings revealed that teacher job satisfaction in (Israel) and (Jordan and Lebanon) were independent of demographic attributes. The online classes also came along with their challenges such as, attitude of students toward learning via online classes, to technical problems affecting the speed and pace of learning in online classes which all the countries' teachers ranked high.

The Effect of Mindfulness Practices and Principal Leadership on Teacher Job Satisfaction at Buddhist Schools

An organization if the members of the organization think that they have worked harder than others in an institution but get rewards that are not commensurate, it is likely to generate negative attitudes towards their work, bosses and co-workers. Job satisfaction reflects an employee's sense of achievement and success. By having job satisfaction, workers work happily, do their job well, and feel appreciated for their efforts. The teacher becomes someone who devotes himself to imparting knowledge, teaching, guiding, educating, and directing his students to understand the knowledge he provides. The quality of a school depends on the professional ability of the director as a leader. Therefore, being a school leader has an important role and is involved in making decisions about school activities. Leaders who practice mindfulness practice are able to develop concentration, create a caring organization, so that when running an organization there is clarity in a leader. This study provides an overview of the impact of mindfulness practices and school leadership (principals) on school teacher job satisfaction. This research was conducted at Tri Ratna Buddhist Private School, Jakarta. The following study takes a quantitative research approach with a survey method. This study was conducted to understand the results of practicing mindfulness with leader satisfaction with teacher work, this shows the importance of mindfulness in leadership.

영유아교사의 직무만족도와 근무환경이 민감성에 미치는 영향

The purpose of this study is researching the effect of early childhood teachers' job satisfaction and working environment on sensitivity. From June to July, 2019, the 329 early childhood teachers working at the early childhood education institutions in Busan and Gyeongnam, South Korea, were the subjects of this study. A correlation analysis and step-by-step multiple regression analysis were conducted with SPSS 23.0 for analyzing the collected data.
 The main results of this study are as follows. First, the early childhood teachers' sensitivities have a positive relation with the job satisfaction excluding work loads. The working environment have a positive correlation with the sensitivity in all sub-factors. Second, it was shown that the early childhood teachers' job satisfaction and working environment affect the sensitivity. In terms of explanation power, it was shown total 30% including 28% for the job satisfaction and 2% for the working environment. Therefore, it is required to enhance the job satisfaction of early childhood teachers and provide a proper working environment to increase the sensitivity of early childhood teachers.

영유아교사의 교육신념과 직무만족의 관계에서 의사결정참여의 매개와 조절효과

Objectives In this study, the mediating and moderating effects of teachers' participation in decision-making were investigated in the relationship between early childhood teachers' educational beliefs and job satisfaction.
 Methods To this end, a regression analysis was conducted on 275 infant teachers in Gyeonggi-do on educational beliefs, job satisfaction, and decision-making participation. Regression analysis was performed using the SPSS 25.0 program and verified using MACRO Model 4.
 Results Among the educational beliefs, decision-making participation showed a mediating effect in the relation-ship between child-centered educational beliefs and job satisfaction. In contrast, decision-making participation showed a moderating effect in the relationship between teacher-centered educational beliefs and job satisfaction. Depending on the degree of participation of teachers in decision-making, the effect on the relationship between educational beliefs and job satisfaction was different. In the group with a low degree of participation in deci-sion-making, job satisfaction decreased, but in the group with a high degree of participation, the effect of job sat-isfaction increased.
 Conclusions In the relationship between early childhood teachers' educational beliefs and job satisfaction, deci-sion-making participation plays a role as a mediator and control. In order to increase the job satisfaction of early childhood teachers, it is important to actively participate in decision-making at institutions.

영유아교사의 직무만족도와 근무환경이 민감성에 미치는 영향

The purpose of this study is researching the effect of early childhood teachers' job satisfaction and working environment on sensitivity. From June to July, 2019, the 329 early childhood teachers working at the early childhood education institutions in Busan and Gyeongnam, South Korea, were the subjects of this study. A correlation analysis and step-by-step multiple regression analysis were conducted with SPSS 23.0 for analyzing the collected data.
 The main results of this study are as follows. First, the early childhood teachers' sensitivities have a positive relation with the job satisfaction excluding work loads. The working environment have a positive correlation with the sensitivity in all sub-factors. Second, it was shown that the early childhood teachers' job satisfaction and working environment affect the sensitivity. In terms of explanation power, it was shown total 30% including 28% for the job satisfaction and 2% for the working environment. Therefore, it is required to enhance the job satisfaction of early childhood teachers and provide a proper working environment to increase the sensitivity of early childhood teachers.

영유아 교사의 자아탄력성과 직무만족도 간의 관계

Objectives This study aim to explore the mediating effect of early childhood teacher’s recognition of pro-fessionalism on the relationship between ego-resilience and job satisfaction.
 Methods The data were analyzed from 306 early childhood teachers in Daejeon, Sejong City, and South Chungcheong Province. Reliability analysis, technical statistics, frequency analysis, correlation analysis, and me-diating effect analysis of each scale were conducted using the SPSS 21.0 and PROCESS Macro Model 4.
 Results Research results were as follows. First, the correlations between early childhood teacher’s ego-resil-ience, job satisfaction, and recognition of professionalism were significant. Second, the mediating effect of recog-nition of professionalism was significant in the relationship between ego-resilience and job satisfaction.
 Conclusions The results of this study empirically verified the mediating effect of recognition of professionalism on the effect of ego-resilience of early childhood teachers on job satisfaction, and provides useful implications for program development or intervention to improve job satisfaction of early childhood teachers.

The Role of Job Satisfaction as a Mediator: Exploring the Impact of Communication Quality and Principal Conflict Management on Teacher Performance

The purpose of the study was to analyze and test the effect of communication quality and principal conflict management on the performance of elementary / MI teachers in Trenggalek Regency with job satisfaction as an intervening variable. Explanatory research is a type of research used in research with a quantitative approach and data collection methods using survey methods Types of research using explanatory research types, survey methods by giving questionnaires to 132 teachers as respondents. The SEM-PLS method is used in data analysis and testing with the help of the SmartPLS 3 application program. The results of the direct test found that the quality of principal communication, principal conflict management, and job satisfaction each had a positive and significant influence on teacher performance, the quality of principal communication and principal conflict management each had a positive and significant effect on teacher job satisfaction. The results of indirect influence testing with the results that teacher job satisfaction was able to mediate the influence between the quality of principal communication and the principal's conflict management on teacher performance positively and significantly.

Exploring The Relationship Between Gender Discrimination and Job Satisfaction: A Perceived Discrimination Perspective

The impact of perceived discrimination is the main topic of this study, which examines the connection between gender discrimination and job satisfaction. In addition to addressing the widespread gender prejudice in the workplace, the study looks at how job happiness is affected by discriminatory beliefs. Employers from a variety of industries provide data using quantitative methodologies, which evaluate gender, perceived discrimination, and job happiness. The detrimental impacts of gender discrimination on job satisfaction are revealed by statistical analyses, which are mediated by discrimination perceptions. Finding moderating factors in this relationship is the goal of the study. In order to address gender bias, implications direct inclusive strategies for businesses and policymakers. The research reveals complex relationships between gender discrimination, perceived discrimination, and job happiness, adding to our understanding of psychology. The study, which included 54 Government Girls High Schools with 270 teachers apiece, demonstrates that female teachers have a favorable attitude about their jobs, which affects their motivation, commitment, and student outcomes. This study adds to our understanding of the job satisfaction of Pakistani female teachers working in public schools in Lahore.

Work Engagement Fosters Job Satisfaction in Higher Education Teachers: The Mediating Role of Job Crafting

Work Engagement Fosters Job Satisfaction in Higher Education Teachers: The Mediating Role of Job Crafting

The Negative Impact of ESSA on Educational Equity: A Teacher Accountability Perspective

The current ESSA Act is constantly improving in maintaining educational equity. Still, the introduction of the Act and the implementation of policies rarely reflect how to achieve educational equity by supporting and promoting teachers work enthusiasm and improving educational equity to promote students overall progress in the long-term educational goals. This paper mainly takes Herzbergs two-factor theory of health factors and motivation factors as the theoretical research basis. It analyzes that the rational application of dual theory can improve teachers work enthusiasm and promote the development of educational equity. Studying teachers job-related motivating factors can generate job satisfaction, thereby promoting and enhancing teachers job satisfaction. As a relevant administrative and legislative research institution, it can investigate the content of teachers work to find out whether teachers have a sense of accomplishment in their work, whether they recognize teachers work, and whether there are problems in the work process plan. At the same time, in teacher-based assessment policies, we could see that objective measures of student growth, observational measures, and the use of assessment systems to drive targeted support are all associated with motivational factors that motivate teachers. Research on the health factors of relevant teachers requires policy and administrators to ensure the essential work and environment of teachers, as well as living conditions and wages.

Challenges and Job Satisfaction of Higher Secondary School Teachers in Kerala

Higher secondary teachers play a significant role in shaping the careers of students. The higher secondary course serves as the bridge between general education and higher education. The development and success of an educational institution, as well as the students, depend on the performance and satisfaction of the teachers. This study aims to examine the job satisfaction of higher secondary school teachers in Kerala. This research is qualitative in nature and a structured interview schedule is used for collecting the data, The study is important because only satisfied teachers can produce healthy and high-quality students for the nation's development. When a teacher is dissatisfied, it can directly or indirectly affect their job performance. The study's findings indicate that the majority of teachers are dissatisfied with various aspects of job satisfaction, including promotion, physical facilities, workload, transfer norms, and the lack of clerical staff, among other factors.

Job satisfaction and self-efficacy of in-service early childhood teachers in the post-COVID-19 pandemic era

Although the global COVID-19 pandemic has drawn public attention to the ecology of teachers’ work, little is known about how external and internal factors interact and affect early childhood teachers’ job satisfaction and self-efficacy. The purpose of this study is to examine how the external ecology of kindergartens and individual personality traits affect the job satisfaction and self-efficacy of in-service early childhood teachers in the post-COVID-19 pandemic era through a self-reporting questionnaire distributed among 237 kindergarten teachers in online and offline learning community groups. It was found that the job satisfaction of early childhood teachers was a significant predictor of self-efficacy and played a partially mediating role between personality traits and self-efficacy. Furthermore, personality traits are considered significant predictors of job satisfaction and self-efficacy in Chinese early childhood teachers, and it was noted that these teachers were the least satisfied in terms of pay and promotion. With these findings, this study contributes to the job satisfaction and self-efficacy literature by validating their causal associations in the field of early childhood teachers. Our findings also provide guidelines for practitioners and policymakers in promoting early childhood teacher credentialing and external social support to enhance job satisfaction and self-efficacy. The unique value of this study lies in the clarification of how the work environment and ecology of early childhood teachers in the post-COVID-19 pandemic era influenced self-efficacy and of personality traits being the underlying attributions that led to this result.

Examination of the job satisfaction and occupational burnout of physical education teachers based on certain variables according to the type of school they work in

The present study aims to scientifically reveal the effect of job satisfaction and professional burnout levels of physical education teachers working in private and public schools. A total of 120 physical education teachers, 61 male and 59 female, participated in the study. The job satisfaction scale, a demographic information form and the Maslach Burnout Inventory (MBI) were used to assess the demographic data of the physical education teachers. Frequency distributions were utilized in the evaluation of demographic data. Since the data were normally distributed, the data were presented in the form of mean and standard deviation. The difference between the groups and demographic variables was analyzed using independent t-test and one-way ANOVA. When there was a difference in more than two variables, the post-hoc Tukey HSD test was used to determine which of the variables contained the difference. Correlation analysis was performed to determine the correlations between the variables. It was determined that there was no significant difference between the demographic variables of the physical education teachers and their job satisfaction and professional burnout levels. While there is a low degree of correlation between occupational burnout and job satisfaction, there is a strong relationship between occupational burnout and its sub-dimensions. There was a weak and moderate relationship between occupational burnout and its sub-dimensions and job satisfaction. In conclusion, it can be stated that physical education teachers enjoy their jobs whether in private or public schools and their working environment can be improved by providing the necessary facilities and support.

Improving Teacher Job Satisfaction Through Organizational Commitment and Organizational Citizenship Behavior in The Digitalization Era

To increase the productivity and maximum efficiency of teachers at work, job satisfaction is an important concern for every organization. Increasing job satisfaction is important for organizations to increase commitment and organizational citizen behavior (OCB). The effect of organizational commitment and organizational citizenship behavior (OCB) on teacher job satisfaction is the subject of this research. This research was conducted using a quantitative approach with the help of IBM SPSS version 25, and the research instruments were tested for validity and reliability. 71 respondents were taken as a sample through the census method, and data was collected through a questionnaire. The results showed that the organizational commitment variable (X1) influenced teacher job satisfaction (Y1), as shown by testing the t-test hypothesis, where Tcount>Ttable (5.413>1.995) and a significant level that was less than 0.05, namely (0.021< 0.05). Organizational citizen behavior (OCB) variable (X2) influences job satisfaction (Y1).

보육교사가 인식하는 사회적지지가 직무만족도에 미치는 영향과 심리적안녕감의 매개효과

Objectives The purpose of this study was to examine the mediating effect of psychological well-being on the ef-fect of child care teachers' social support on job satisfaction.
 Methods To this end, a survey was conducted on social support, psychological well-being, and job satisfaction with 246 child care teachers located in G city, and the mediating effect of regression analysis was verified using the SPSS 21.0 program and Sobel test, and statistical significance was Confirmed.
 Results First, social support, psychological well-being, and job satisfaction perceived by child care teachers showed significant positive correlations as a whole. The relationship between social support and job satisfaction, as well as the relationship between social support and psychological well-being, and psychological well-being and job satisfaction of child care teachers were found to be significantly positively correlated overall. Second, so-cial support of child care teachers was found to be a variable that significantly predicted job satisfaction, and psy-chological well-being was shown to have a mediating effect in this process. In other words, psychological well-being has a partial mediating effect on the effect of social support on job satisfaction.
 Conclusions The significance of this study is that it revealed that social support recognized by child care teachers is a psychological characteristic that strongly predicts job satisfaction through psychological well-being.

Pengaruh Kepemimpinan Situasional Kepala Sekolah Terhadap Kepuasan Kerja Guru Di SMA Negeri 1 Siborongborong

The purpose of this research is to determine the influence of the principal's situational leadership on teacher job satisfaction at SMA Negeri 1 Siborongborong. The method used in this research is an inferential quantitative method. The population is all teachers at SMA Negeri 1 Siborongborong, North Tapanuli Regency in 2023, totaling 83 people and this research is a population study. Data was collected using a positive closed questionnaire with 30 items. The results of the data analysis show that there is an influence of the principal's situational leadership on teacher job satisfaction at SMA Negeri 1 Siborongborong: 1) Test the analysis requirements: a) test the positive influence obtained by the value rxy = 0.488 > rtable(=0.05,n=83 ) = 0.213, thus it is known that there is a positive influence between variable significant relationship between variable b) Regression coefficient of determination test (r2) = 23.8%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable, namely 25.353 > 4.00. Thus Ha is accepted and H0 is rejected.

The influence of school climate on teachers' job satisfaction: The mediating role of teachers' self-efficacy.

Improving the job satisfaction of vocational education teachers (VET) is necessary for maintaining the stability of the vocational education teaching force and is an essential support for enhancing the professional attractiveness and ensuring the quality of VET. Unlike previous studies, firstly, in terms of groups, the particular group of teachers in this study focuses on VET, which in reality is often overlooked compared to other groups of teachers due to the low level of recognition of vocational education (VE) in China. Secondly, this phenomenon is more prominent and less researched regionally in economically underdeveloped areas due to the uneven and disparate economic development between the East and West of China. In terms of sample size, previous studies have lacked large samples, making it difficult to obtain convincing and realistic results. Finally, most previous studies considered teachers' job satisfaction (TJS) in terms of external or internal factors alone. However, this study considers a combination of the external factor of the school climate (SC) in which VET works and the internal factor of teachers' self-efficacy (TSE) to explore the relationship with TJS and its impact. Based on data from a survey of 1035 teachers in China, a structural equation model estimation method was used to explore and analyze the impact of SC and TSE on their TJS and the specific role of the relationship. The research found that VET-perceived SC is positively predicting TJS; VET-perceived SC is positively predicting TSE; TSE is positively predicting TJS; TSE significantly mediates the relationship between SC and TJS. This study provides a theoretical perspective that integrates the external organizational influences of SC and introduces the internal psychological factor of TSE as a mediating variable to understand TJS. In practice, it helps raise the importance of VET and provides empirical data and intellectual support to the relevant government departments in improving TJS.

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

ABSTRACT Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools. Less is known about teacher experiences in these alternatives. We explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n = 798) in May 2022. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support were significant predictors in each model. Private school teachers experienced greater job satisfaction and morale than traditional public school teachers; charter school teachers had greater levels of morale.

Online Organizational Leadership and Teacher Satisfaction in Higher Vocational College in China During Pandemic

Grounded in the Online Adaptability Theory, this research examines how leaders' adaptability to the online learning environment influences teacher satisfaction during crises. It emphasizes adaptability in utilizing online tools, supporting pedagogical adaptation, promoting communication, and fostering an inclusive virtual community. The findings reveal that school leaders excelled in project management, conflict resolution, and digital record management. Teacher-respondents expressed satisfaction with these skills, highlighting school leaders' vital role in creating a conducive learning environment. Demographics had limited impact, except for digital record management. The study underscores the need for continuous leadership development, especially in areas with perceived room for improvement. It identifies a significant positive correlation between school leaders' online organizational skills and teacher job satisfaction, emphasizing their crucial role in boosting teacher morale during the pandemic.