Teacher Satisfaction Research Articles

Responsible leadership and university reputation: a social cognitive perspective in Bangladeshi higher education

PurposeGrounded in social cognitive theory, this study examines the role of responsible leadership in enhancing the reputation of universities within Bangladeshi higher education. Specifically, it explores the antecedents, outcomes and moderating factors influencing university reputation by connecting it with responsible leadership, teaching satisfaction, and faculty academic performance.Design/methodology/approachData were collected from a web-based online survey of 388 faculty members across public and private universities in Bangladesh. Structural equation modeling was used to test the hypothesized relationships.FindingsThe study shows that responsible leadership significantly improves university reputation and faculty teaching satisfaction. Teaching satisfaction influences reputation but does not moderate the link between leadership and reputation. Surprisingly, university reputation does not significantly affect faculty’s perceived academic performance, underscoring the complexity of the reputation–performance relationship in the Bangladeshi context.Practical implicationsUniversities should prioritize responsible leadership to enhance faculty satisfaction and institutional reputation. Leadership training, faculty support initiatives and resource allocation toward teaching excellence are recommended to maximize impact, as reputation does not directly influence academic performance.Originality/valueThis study applies social cognitive theory to investigate the dynamics between responsible leadership, faculty satisfaction and university reputation in a developing country. It contributes by uncovering the complex and indirect pathways through which leadership impacts academic environments, providing actionable insights for higher education leadership and policymaking in resource-constrained settings.

The application of multidisciplinary team combined flipped classroom teaching model in oral general course for clinical undergraduates

BackgroundOral general course (OGC) is a basic subject of medical education. The implementation of multidisciplinary team (MDT) meets the individual needs of patients. Based on the concept of MDT, this study combined the theory and practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the thinking transformation of medical students to clinicians.MethodsThe participants of the study were 760 clinical undergraduates in OGC training in Hainan Medical University from 2021 to 2023. A total of 760 students were divided into a control group and an observation group of 380 cases, each using the random number table method. The control group used traditional teaching methods, the observation group adopted the MDT combined with flipped classroom teaching model and organized dental postgraduates team to participate in the teaching task. A unified assessment of the teaching outcomes was conducted after 1 semester study duration.ResultsThe basic theory, independent learning ability and case analysis scores of the observation group were higher than those in the control group, and the differences were statistically significant (P < 0.05). Except there was no statistically significant difference in literature searching ability between the two groups (P > 0.05), the other indicators of teaching satisfaction in the observation group were higher than those in the control group, and the difference was statistically significant (P < 0.05). The postgraduates team gave relatively good feedback to the MDT combined flipped classroom teaching model.ConclusionMDT combined flipped classroom teaching model had outstanding effect in OGC, this student-centered teaching method was a beneficial supplement to their clinical thinking and practical ability, and worth further promotion.Trial registrationNot applicable.

Principals' Intellectual Stimulation Strategies and Teachers' Job Satisfaction in Public Secondary Schools in Ilorin East, Nigeria

This study investigates the relationship between principals' intellectual stimulation strategies and teachers' job satisfaction in public secondary schools in Ilorin East, Nigeria. The research addresses three primary questions and one hypothesis regarding the impact of leadership strategies on teacher satisfaction. A total of 323 questionnaires were distributed to teachers but 212 completed responses were suitable for analysis. The findings revealed a significant positive correlation (r = 0.696, p &lt; 0.05) between principals' intellectual stimulation strategies and teachers' job satisfaction. Specifically, strategies such as fostering professional development, encouraging collaboration, and promoting innovative teaching practices were positively associated with higher levels of job satisfaction among teachers. The results underscore the importance of transformational leadership in enhancing teacher morale and engagement. In conclusion, the study highlights that effective intellectual stimulation practices implemented by school principals significantly contribute to improving teachers' job satisfaction. It was recommended that professional development programs should be established to equip principals with the skills necessary to foster such an environment, ultimately benefiting both educators and students in the Nigerian educational landscape.

Teachers Continuance Intention to Use E-Learning Platforms for Blended Teaching in The Post-Epidemic Era

Background and Aim: During the COVID-19 pandemic, there was a rapid transition to online teaching, which has led to questions about the future of e-learning platforms for blended learning after the pandemic. It is crucial to understand what influences teachers’ intentions to continue using these platforms, both for technology developers and educators. However, there is a lack of high-quality empirical studies on teachers’ perspectives regarding the continued use of blended learning technologies. This study aims to address this gap by examining the factors that affect teachers’ intentions to continue using these technologies. Materials and Methods: In this study, survey data from 306 respondents who come from A university in Jilin province, China, were analyzed using structural equation modeling to validate theoretical constructs and hypotheses. Results: Confirmation positively influences both perceived usefulness (p &lt;.001) and satisfaction (p &lt;.001). Additionally, perceived usefulness significantly impacts satisfaction (p &lt;.001) and attitude (p &lt;.001). Moreover, perceived ease of use positively affects perceived usefulness (p &lt;.001) and attitude (p &lt;.001). Furthermore, satisfaction (p &lt;.001), attitude (p &lt;.001), and compatibility (p &lt;.001) directly and positively influence continuance intention. The perceived usefulness of university teachers in using the Chaoxing platform for blended teaching is related to their intentions of continuous use, but it is not significant (p &gt; 0.05). However, perceived usefulness can indirectly affect teachers’ continued intentions by affecting their satisfaction and attitude toward using the Chaoxing platform for blended teaching. Conclusion: The satisfaction, attitude, and compatibility of university teachers are important factors influencing their continuance intention to use the Chaoxing platform for blended teaching. While the perceived usefulness is linked to teachers’ intentions for continued use, this correlation is not found to be statistically significant. However, perceived usefulness can indirectly impact teachers’ continuance intentions to use the Chaoxing platform by influencing their satisfaction and attitude. Additionally, while e-learning platforms like Chaoxing offer flexibility and a wide range of resources that enhance the teaching and learning experience, they face technical issues and reduce face-to-face interaction. Addressing these factors can help optimize the effectiveness of such platforms in supporting blended teaching.

Pedals possible: a pilot study of adaptive cycling as a school-based rehabilitation intervention for students with disabilities

IntroductionPediatric therapists in school-based practice can incorporate exercise promotion through adaptive cycling for children with disabilities who experience high levels of sedentary behavior and low levels of moderate to vigorous activity.MethodsThe impacts of an adaptive cycling pilot program for children with disabilities were investigated through a community-based participatory study. During an eight-week intervention, students had a goal of riding adaptive cycles three times a week for twenty minutes. Using a pre-and post-test design, primary outcomes included individualized goal attainment scaling (GAS) linked to students' individualized education plans (IEP) and the 6-minute cycling test (6MCT) measuring cycling distance. Secondary outcomes included cycling duration over time, assistance levels for pedaling and steering, a “happiness scale”, and overall program satisfaction of parents and teachers. To prevent harm, pain behavior was examined using the Faces, Legs, Activity, Cry, Consolability (FLACC).ResultsCycling had a positive impact on students with disabilities. No increased levels of pain behavior or adverse events were reported. Individual GAS T-score means significantly improved to 0.24 and program effectiveness achieved a T-score value of 50.53. The mean distance of 6MCT increased from 728.95 feet to 880.5 feet. Secondary measures also documented significant improvement. Parents and teachers reported high overall satisfaction.DiscussionAdaptive cycling can incorporate needed physical activity into the school day and also support the achievement of IEP goals, physical activity capacity, and emotional happiness. Scaling adaptive cycling programs for children with disabilities should be considered an excellent opportunity for educational growth, health, and well-being.

Salary Satisfaction of Vietnamese Teachers

Purpose of the study: The research aims to clarify the salary and satisfaction levels of Vietnamese preschool and high school teachers today. Methodology: Data was collected from 869 teachers and administrators working at preschools, primary schools, lower secondary schools, upper secondary schools, and inter-level schools in both public and private schools across the country through an online survey (questionnaire designed on Google form), combined with online interviews with 13 teachers and administrators. Data were processed using SPSS software version 28.0 to analyze descriptive statistics, One-way analysis of variance (ANOVA), and post-test to detect differences in salary levels and teachers' satisfaction with aspects of being paid. Main Findings: Research results show that there is no difference in the average monthly income of teachers according to training level; the difference in salaries of preschool teachers and high school teachers shows that the current salary mechanism in Vietnam gives more priority to general education; teachers' satisfaction with salary level is only at a normal level; there are differences in teachers' allowances between delta areas, mountainous areas, and remote islands. Novelty/Originality of this study: The study offers some new findings, for example there is no difference in average salary between teachers with different training levels, or salary satisfaction of private school teachers is higher public school teacher. The research also provides helpful information for policymakers about teacher salaries in Vietnam in the coming time, especially in the context of upcoming changes in salary policy from July 1, 2024.

Unraveling the effectiveness of new media teaching strategies in pharmacology education under different educational backgrounds: Insights from 6447 students.

Despite increasing studies underscoring the effectiveness of new media teaching strategies in pharmacology education, the influence of different educational backgrounds is still unclear. We aimed to evaluate the efficacy of new media teaching under various educational backgrounds in pharmacology education using network meta-analysis. Literature databases were searched from their inception to February 28, 2024 for eligible trials. Educational backgrounds included 3 majors (pharmacy, medicine, and nursing) and 3 degrees (junior college, undergraduate, and graduate). Academic performance, comprehensive competency, and satisfaction were analyzed using Stata (version 17), Review Manager 5.3 software (RevMan 5.3), and R software (version 4.3.1). A total of 46 studies involving 6447 students were included. The surface under the cumulative ranking curve (SUCRA) indicated that compared to other majors, new media teaching among nursing students was the most effective in improving theoretical scores (88.63%), experimental scores (93.28%), learning interest (88.27%), self-learning ability (91.17%), mastery of knowledge (96.81%), and the proportion of satisfaction (97.30%) in pharmacology education. As for degrees, new media teaching among junior college students had the best effect on enhancing theoretical scores (75.60%), experimental scores (86.23%), pass rates (88.33%), self-learning ability (90.36%), mastery of knowledge (97.73%), and the proportion of satisfaction (85.28%) in pharmacology learning. Overall, new media teaching among nursing students or junior college students appears to be more effective in pharmacology education. Thus pedagogues can better implement new media teaching strategies among these students and incorporate more web-based tools.

The Reality of Job Satisfaction for Physical Education Teachers in the General Directorate of Anbar Education from Their Point of View

The Reality of Job Satisfaction for Physical Education Teachers in the General Directorate of Anbar Education from Their Point of View

Enhancing Medical Student Engagement Through Cinematic Clinical Narratives: Multimodal Generative AI-Based Mixed Methods Study.

Medical students often struggle to engage with and retain complex pharmacology topics during their preclinical education. Traditional teaching methods can lead to passive learning and poor long-term retention of critical concepts. This study aims to enhance the teaching of clinical pharmacology in medical school by using a multimodal generative artificial intelligence (genAI) approach to create compelling, cinematic clinical narratives (CCNs). We transformed a standard clinical case into an engaging, interactive multimedia experience called "Shattered Slippers." This CCN used various genAI tools for content creation: GPT-4 for developing the storyline, Leonardo.ai and Stable Diffusion for generating images, Eleven Labs for creating audio narrations, and Suno for composing a theme song. The CCN integrated narrative styles and pop culture references to enhance student engagement. It was applied in teaching first-year medical students about immune system pharmacology. Student responses were assessed through the Situational Interest Survey for Multimedia and examination performance. The target audience comprised first-year medical students (n=40), with 18 responding to the Situational Interest Survey for Multimedia survey (n=18). The study revealed a marked preference for the genAI-enhanced CCNs over traditional teaching methods. Key findings include the majority of surveyed students preferring the CCN over traditional clinical cases (14/18), as well as high average scores for triggered situational interest (mean 4.58, SD 0.53), maintained interest (mean 4.40, SD 0.53), maintained-feeling interest (mean 4.38, SD 0.51), and maintained-value interest (mean 4.42, SD 0.54). Students achieved an average score of 88% on examination questions related to the CCN material, indicating successful learning and retention. Qualitative feedback highlighted increased engagement, improved recall, and appreciation for the narrative style and pop culture references. This study demonstrates the potential of using a multimodal genAI-driven approach to create CCNs in medical education. The "Shattered Slippers" case effectively enhanced student engagement and promoted knowledge retention in complex pharmacological topics. This innovative method suggests a novel direction for curriculum development that could improve learning outcomes and student satisfaction in medical education. Future research should explore the long-term retention of knowledge and the applicability of learned material in clinical settings, as well as the potential for broader implementation of this approach across various medical education contexts.

Effects of Peer Video Feedback Based on Cultural Historical Activity Theory in the Operational Training of New Nurses: A Quasi-Experimental Study.

Previous studies have confirmed the potential effectiveness of peer video feedback in the operational training of health care students. However, an appropriate theoretical framework to support peer video feedback has not been established. The cultural historical activity theory (CHAT) provides a suitable framework. This study evaluated the effectiveness of a peer video feedback activity system, adapted from CHAT, in enhancing operational skills, self-regulated learning abilities, and teaching satisfaction among new nurses. A quasi-experimental design was employed, involving 213 new nurses. The experimental group received training through a CHAT-based peer video feedback activity system, and the control group was trained through traditional instructor feedback. Data were collected after seven operational training sessions provided by the nursing department. Posttraining, the CHAT group scored statistically higher in operational examinations, self-regulated learning abilities, and teaching satisfaction compared with the control group (p = .004, p = .004, and p < .001, respectively). Operational training with a peer video feedback activity system can significantly enhance the operational skills, self-regulated learning abilities, and teaching satisfaction of new nurses. [J Contin Educ Nurs. 2025;56(1):27-33.].

Teacher Satisfaction And Grade 4 Reading Literacy Achievement: An Austrian Perspective Using International Large-Scale Assessment Data

The complexity of the teaching environment requires now more than ever a satisfied and fulfilled teacher population. This study uses the Austrian Progress in International Reading Literacy Study (PIRLS) 2021 data to uncover those factors specifically associated with the school environment when controlling for school socio economic status as predictors of teacher dissatisfaction. Results show that the current model explains 22% of the variance, yet school emphasis on academic success, teaching being limited by a number of lacking elements and school safety were found to be of no statistical significance. The study provides two important points to consider, namely the role of short cycle teachers in producing reading literacy scores well above those of their degreed counterparts, and the significant role of socio-economic status and its effect on achievement. The study concludes that a systems perspective that considers the shared beliefs and values, relationships and social interactions, leadership, and physical environment may shed more light on the underlying dynamics that can be associated with those less than satisfied teachers.

The Other Side of Passion: Examining How Stress and Burnout Affect Life Satisfaction in Primary Teachers

The Other Side of Passion: Examining How Stress and Burnout Affect Life Satisfaction in Primary Teachers

Unveiling the impact of abusive supervision on life satisfaction in Indian higher education: a trust-breaking phenomenon

Unveiling the impact of abusive supervision on life satisfaction in Indian higher education: a trust-breaking phenomenon

The Impact of Compensation on Teachers' Job Satisfaction at Private Schools: A Case of Bangladesh

This study investigated which compensation package influences private school teachers' job satisfaction. It specifically intends to identify the relationship between teachers' job satisfaction and pay level, as well as the relationship between teachers' job satisfaction and incentives and employee benefits. One hundred twenty-nine teachers from twelve private schools in Chittagong City, Bangladesh participated in the study. Using a cross-sectional survey, the hypothesis of this study was tested with the help of multiple regression analysis. Pay level and incentive were found to have a significant correlation with job satisfaction. However, employee benefits were found to have an insignificant effect on job satisfaction. The study highlights the role of compensation in accelerating the job satisfaction of teachers working in private schools.

The effect of transformational leadership on teachers turnover intention in private colleges and universities – the mediating role of job satisfaction

The problem and the aim of the study. The problem of teacher turnover has always been one of the important challenges faced by the private education system. The universality of the research problem and the importance of the research object make it necessary for private universities to find appropriate ways to solve the problem. The author suggests that the method of transformational leadership should be used in private colleges and universities to form a scientific management model, so as to improve teachers' job satisfaction and reduce their turnover intention, and finally realize the healthy and sustainable development of private education. Materials and methods. Quantitative research is a universal scientific method to study real phenomena. The study was conducted on 870 teachers in private colleges and universities in China by convenient sampling. SPSS is a common method for quantitative research. SPSS is used for correlation analysis and difference analysis, Process plug-in is used to test the effect of data, and Bootstrap is used for further verification, because Bootstrap is an effective and accurate intermediary test method. Results. Demographically, there were no significant differences between gender and age in transformational leadership, job satisfaction and turnover intention (p&gt; .050). Transformational leadership has a significant negative impact on teachers' turnover intention (B=- .341, p&lt; .001). Job satisfaction has a significant negative effect on teachers' turnover intention (B=- .430, p&lt; .001). Transformational leadership has a significant positive impact on the job satisfaction of teachers in private universities (B= .482, p&lt; .001). Job satisfaction had a mediating effect between transformational leadership and turnover intention (B=- .134, p&lt; .001). Conclusion. Transformational leadership can improve the job satisfaction of teachers in private colleges and universities, reduce their turnover intention. Under the management mode of transformational leadership, private colleges and universities can form scientific management mode. Less turnover intention can improve the stability of the teaching staff.

인공지능을 활용한 맞춤형 교육이 지속사용의도에 주는 영향에 관한 연구

As artificial intelligence technology is developing day by day, the learning environment has rapidly changed to an educational technology-based one due to the spread of COVID-19. Accordingly, interest in the application of artificial intelligence (AI) to the field of education has increased. AI-tailored learning has become an important means to improve individual learning outcomes and enable self-directed learning beyond the simple convenience of learning. These characteristics of AI-tailored learning will affect users' willingness to continue using the education. This paper focuses on the characteristics of AI-tailored education that affect the willingness to continue using the aforementioned education. Therefore, this study clarified the concept of AI-tailored education and willingness to continue using it by classifying it into three characteristics: efficiency, effectiveness, and accuracy based on previous research on AI-tailored education. In the study, two parameters, creativity and education satisfaction, were presented and a corresponding research model was constructed. Samples were collected using a questionnaire and the hypothesis was verified through empirical analysis using IBM SPSS version 23.0 and Smart PLS 4.0 (structural equation package). The following conclusions were drawn. First, efficiency affected creativity and education satisfaction. H1 was accepted. Second, effectiveness affected creativity and educational satisfaction. H2 was accepted. Third, accuracy did not affect creativity, so H3-1 was rejected. Accuracy affected educational satisfaction. H3-1 was accepted. Fourth, creativity affected the willingness to continue using, so H4 was accepted. Fifth, educational satisfaction did not affect the willingness to continue using, so H5 was rejected.

Analysis of University Students&amp;apos; Educational Satisfaction and Perception of Career Support for Fostering Local Talent-Based on the Case of K University

The purpose of this study was to explore the level of university support for career preparation and assess the educational satisfaction of university students, using K University as a case study, which participates in a Regional University Activation Project. To achieve this objective, a survey was conducted with students enrolled in the interdisciplinary major associated with K University's Regional University Activation Project. The survey investigated students' career plans and, for those seeking employment, analyzed the importance of three areas: job selection, career preparation, and university support. Furthermore, educational satisfaction was assessed across four domains: curriculum, educational content, facilities and environment, and student support and administrative services. Differences in educational satisfaction were examined based on background variables to gain insights into students' evaluations of their university experience. The findings highlighted key focus areas for universities to enhance the specialization of regional institutions and better support students' career preparation. Additionally, the study underlined the significance of student support and proposed strategies for the future revitalization of regional universities.

SNS 중독성이 정보 윤리교육과 교육 만족에 미치는 영향

Smartphones have become a necessity for modern people in the modern era when the information society is coming. This change has fallen into the dysfunction of SNS addiction in extreme use in that it allows SNS to establish and expand relationships that have been maintained offline. This is connected to dopamine's pleasure system and leads to damage to the frontal lobe, which reduces smartphone suppression. While various solutions to SNS addiction are being proposed, this study focuses on information ethics education and aims to find out how SNS addiction affects information ethics education and educational satisfaction. Therefore, it was hypothesized that the relationship between SNS addiction, ethics education, and education satisfaction would have a positive (+) effect sequentially, and this was statistically analyzed. As a result of the study, the hypothesis that SNS addiction has a positive (+) effect on ethical education was significant, and the hypothesis that ethical education has a positive (+) effect on educational satisfaction was also significant, so the hypothesis of this study was adopted.

교육전담간호사가 주도하는 신규간호사를 위한 지지적 임상현장교육 적용 및 효과

Objectives This study aimed to develop and apply supportive clinical field education led by educational nurses for new nurses and to verify its effectiveness. Methods A quasi-experimental study design using a non-equivalent control group pretest-posttest approach was employed. The participants included 30 new nurses in the experimental group and 28 in the control group from S General Hospital in Seoul. The research period spanned from May 18 to August 31, 2024. Collected data were analyzed using SPSS/WIN 26.0 to compare social support, nursing performance, field adaptation, and education satisfaction. Results Statistically significant differences were found between the experimental and control groups in social support (t=2.07, p&lt;.05), nursing performance (t=2.14, p&lt;.05), and field adaptation (t=2.33, p&lt;.05). Additionally, the education satisfaction of the experimental group (t=-3.15, p&lt;.05) was higher than that of the control group. Conclusions The results confirmed that supportive clinical field education improved social support, nursing performance, and field adaptation among new nurses. Therefore, it is essential to develop and implement various clinical field education programs that incorporate supportive elements to enhance the effective adaptation of new nurses and improve the quality of nursing.

예비 초등교사의 개인, 대학생활 특성에 따른 집단별 교육성과의 차이 분석

This study aimed to categorize pre-service elementary teachers based on their personal and university life characteristics, analyze differences in their educational outcomes (academic achievement, educational satisfaction, and career development), and propose measures to improve these outcomes. Employing latent class analysis, a statistical method used to identify qualitatively different subgroups within a population that share certain characteristics, the study yielded the following key findings. First, the analysis identified three groups: Group 1 (actively involved in school life and highly satisfied), Group 2 (older with part-time work experience), and Group 3 (less satisfied with university life). Second, the study highlights the need for customized support tailored to individual student characteristics. Third, there is a need to expand programs that promote student bonding. Fourth, the overall system should be improved to enhance university satisfaction.