School Satisfaction Research Articles

The Meaning of School program: A controlled before-after study enhancing growth mindset in priority education schools

ObjectiveExperiences at school have an impact on youths’ development, global quality of life, and life trajectory. The “Meaning of School” program adopts a collaborative approach to enhance students' motivation and satisfaction at school. It fosters a growth mindset and aligns learning with students' personal interests and values, drawing from the Self-Determination Theory. This study aims to evaluate the program's effectiveness in improving school motivation and satisfaction by meeting the students' fundamental psychological needs for autonomy and competence and increasing growth mindset. MethodsThe intervention offered to students aged 9 to 11 the opportunity to become aware of their role as students, the importance of education, and their potential contribution to the world by encouraging them to reflect both together and individually. The intervention was proposed in ten schools in France, including those in ‘Priority Education Networks’ (Réseau d’Éducation Prioritaire), a French initiative that designates schools in underserved or low-income areas with additional resources and support to address educational inequalities. The study encompassed 311 students (4th and 5th grades), divided into experimental and control groups, and employed a mixed-methods approach, integrating quantitative analyses through pre- and post-program questionnaires and qualitative insights from semi-structured interviews. ResultsQuantitative results revealed a significant impact of the workshop on the growth mindset of students, while other measures like motivation, satisfaction, and classroom climate showed no significant changes. Qualitative data, however, highlighted improvements in classroom climate, motivation, and positive school-related emotions post-intervention. Students reported enhanced sense of belonging, perception of intelligence, and a shift towards viewing mistakes as learning opportunities. ConclusionThe study underscores the possibility of school-based interventions to foster a growth mindset, which can be an important dimension to improve academic engagement and success. It suggests the potential for such programs to contribute to academic perseverance and overall student well-being. Future research may focus on long-term effects, incorporate teacher perspectives, and explore broader application in varied educational settings.

Predictors and concomitants of the remission of frequent headache in pediatrics: A longitudinal community study.

We aimed to examine factors associated with frequent headache remission in schoolchildren aged 10-18 years. Frequent headache is a common health problem in adolescence, and some individuals in this population experience remission. Factors preceding headache remission as opposed to ongoing headache, and their development over time, have not been examined extensively. Data were derived from a large school sample (N = 2280). Over the course of 1 year, n = 156 adolescents experienced remission from frequent headaches, while n = 125 adolescents continued to have frequent headaches throughout the year. In this longitudinal case-control study, we predicted headache remission using demographic, pain, psychosocial, sleep, and physiological characteristics. Additionally, we sought to explore the development of psychosocial, sleep, and physiological characteristics in relation to remitted versus ongoing headache over the 1-year period. A model containing the variables sex (odds ratio [OR] = 0.43, 95% confidence interval [CI] = 0.248-0.76, p = 0.003), headache intensity (OR = 0.85, 95% CI = 0.73-0.99, p = 0.035), anxiety score (OR = 0.92, 95% CI = 0.85-1.01, p = 0.071), and depression score (OR = 0.94, 95% CI = 0.89-1.00, p = 0.041) predicted the outcome variable (remitted vs. non-remitted headache), explaining 17% of the variance in group membership. Schoolchildren reporting remitted headache at the end of the year exhibited lower depression (F[1, 557.01] = 45.77, p < 0.001) and anxiety scores (F[1, 557.01] = 21.72, p < 0.001), higher school satisfaction (F[1, 209.46] = 7.15, p = 0.008), and fewer difficulties falling asleep (F[1, 856.52] = 41.21, p < 0.001) or sleeping through the night (F[1, 731.12] = 26.42, p < 0.001) throughout the year compared to those with non-remitted headache. Depression scores declined significantly over the year in the group with remitted headache, whereas these scores remained constant in the group with non-remitted headache. Our results suggest a correlation between headache remission and male sex, improved mental health, and reduced pain-related burden. Moreover, there was an observed decline in symptoms of depression during headache remission. Psychotherapy may be a promising treatment strategy for addressing frequent headaches reported by children and adolescents.

Teachers’ perspective on their school environment and job satisfaction in Nordic and other European countries

ABSTRACT Of the teachers who leave the profession, about half of them are dissatisfied with the school they work at. Teachers’ school environment can have both supportive and adverse effects on their satisfaction with school and teaching in general. Yet this relationship might be different for the Nordic countries than for other European countries as the Nordic countries might share a similar education culture stressing social justice, equality and inclusiveness. Analyses of the TALIS 2018 teacher data of 24 European countries including Denmark, Finland, Norway, and Sweden showed that schools with a participative, collaborative, and safe school climate were positively related to teachers’ school satisfaction. In contrast, schools with many teachers with feelings of distress were negatively related to teacher satisfaction. These relationships were similar for the Nordic countries and other European countries, which might call an alleged Nordic model of education into question.

Inclusive Special Needs Education and Happiness of Students with Physical Disabilities in Saudi Arabia: The Role of School Satisfaction and Self-Concept

This research aims to discover how inclusive education practices can determine the happiness and school satisfaction of students with physical disabilities through the development of self-concept. To achieve the objective of this study, quantitative research was used by administering a questionnaire to 403 students with special needs in secondary and high school in Saudi Arabia. The collected data were analyzed according to structural equation modeling. Our findings support the considerable agreement on the importance of inclusive special needs education for the happiness of physically disabled students. A total mediating effect of self-concept between ISNE and school satisfaction is also confirmed, which shows the great importance of the psychological dimension in special education. These results can orient and assist school managers in defining an appropriate educational environment for students with special needs. They can provide specific directives for raising the happiness and the quality of life of such students, making them more productive and socially active. Following this research, a new school framework can be drawn to protect, assist, and change the self-concept of students with physical special needs to shift the perspective of disability from an obstacle to overcome to an opportunity to exploit.

A Structural Equation Modeling of Academic Locus of Control, Procrastination, and Their Impact on School Satisfaction: Insights From the Azerbaijani Educational System

&lt;p style="text-align:justify"&gt;Examining the academic locus of control, procrastination, and school satisfaction is crucial for understanding student well-being and educational outcomes. The purpose of this study was to explore the potential mediating role of academic procrastination in the association between academic locus of control and school satisfaction in a sample of adolescents (N = 628; Mage = 13.30, SD = 1.74) residing in various regions of Azerbaijan. The results revealed that higher levels of internal locus of control were positively related to school satisfaction, while increased levels of external locus of control were negatively associated with school satisfaction. The analysis using structural equation modeling showed that school satisfaction was partially influenced by academic procrastination, which acted as a mediator in the relationship between internal locus of control and school satisfaction. Additionally, academic procrastination fully mediated the relationship between external locus of control and school satisfaction. These findings were further discussed in the context of existing literature, and recommendations were provided for future research in this area.&lt;/p&gt;

Motivation as Correlates of Teacher Job Satisfaction in Senior High Schools at Kassena Nankana East Municipality

The objectives of the study were to established relationship between motivation and job satisfaction of teachers in senior high school teachers at Kassena Nankana East Municipality. The study assessed the influence of motivation on teacher job satisfaction of teachers. Two hypotheses directed the study. Descriptive survey design was employed for the study. The respondents were selected through census technique. A total of 120 teachers were drawn from six senior high schools in the Kesena Nankana East Municipality. Questionnaire, which contains mostly Likert-type scale, was the main instrument used to gather data. The overall reliability coefficient obtained from the pre-test was .747. Data were analyzed using Pearson product moment correlation coefficient and simple regression. The findings were discussed in relation to the literature. The study established statistically significant, inverse and positive relationship between motivation and job satisfaction of teachers. Findings revealed statistically significant influence of motivation on teachers’ job satisfaction. It was therefore, recommended among others that heads should strengthen the use of motivation by regularly applying and making it attractive to teachers. Heads should organize durbar every academic year where issues bothering teachers could be welcomed, discussed and managed.

Corporate Artefacts and Customer Satisfaction in Public Secondary Schools in Nairobi County, Kenya

Purpose: Corporate artefacts are those things that are visible, obvious expressions, manifestations and processes of culture in an organization. They give implicit cues to users about the meaning of the place and norms expectation for behaviour in a place. They are an essential ingredient for superior organizational performance and have been linked to school performance. The purpose of the study was to examine the influence of corporate artefacts on customer satisfaction in public secondary schools in Nairobi County, Kenya. These artefacts such as practices and process, logo, mission and vision etc are important communication elements that customers use to create meanings of messages in an organization like a school.&#x0D; Materials and Methods: This study used a mixed research design with a population study of 3588 students. It included both boys and girls from 12 public secondary schools in Nairobi City County. The students ages ranged from 14 years to 21 years and were in Form 2 to Form 4. Stratified random sampling was used to sample the population and respondents were then calculated proportionately according to the actual sizes in the schools. A sample size of 369 respondents was selected with 296 respondents responding to the questionnaires and 11 principals or their deputies interviewed. Quantitative data collection was done through questionnaires while qualitative data was collected using interview guides. Descriptive and inferential statistics were used to analyse quantitative data. Analysed data was then presented using graphs, tables and charts. Qualitative data was analysed thematically and presented in a narrative form. Inferential statistics used were descriptive, correlation, regression and ANOVA analysis. &#x0D; Findings: The findings of the study indicated that students in public secondary schools also referred to as customers were satisfied with the visible structures that existed in their schools that included the logo, the vision and mission. Additionally, the students were satisfied with the processes in the schools that included the teacher students interactions that influenced the learning environment. The teacher student interaction is a critical process in learning because it helps teachers create a classroom environment that is helpful to learning as well as meeting student’s educational and emotional needs which then impact on the student’s performance, role clarity and behaviour conformity. From the interview findings, the teachers agreed that they have good teacher-student interactions that help to improve learning and students are encouraged to participate in class activities. However, the students were dissatisfied with the technological systems in their schools. This study revealed that technology is a challenge in most schools and has limited access to academic resources which affect their performance and ultimately their satisfaction. This study concludes that corporate artefacts had a positive influence on customer satisfaction in public secondary schools in Nairobi County.&#x0D; Unique Contribution to the theory, practice and Policy: This study was guided by Edgar Schein Model. The study confirmed the critical role that corporate artefacts have on customer satisfaction in public secondary schools. The study recommends that schools management should device a curriculum to educate customers gain an understanding of the meaning of corporate artefacts in organizational settings such as schools. In addition, the findings from this study should provide a guide to policy makers in education and other areas to create policies that will highlight the importance of artefacts in organizations. Successful implementation of such policies should be emphasised.

Association between life satisfaction, problem behaviours and psychological distress in orphaned adolescents: Exploring gender and orphanhood type discrepancies

AbstractBereavement of one or both parents is known to cause many kinds of internalizing and externalizing problems in adolescents. However, less is known about factors that are protective of the mental health of orphaned adolescents and differences by their gender and orphanhood type. To fill these gaps, the current study used a sample from southwestern China to test the association between types of orphans, life satisfaction, adolescents' psychological distress and problem behaviours. The results showed that orphan girls were prone to have lower levels of problem behaviours but higher levels of psychological distress than orphan boys. Female paternal orphans tended to have the highest psychological distress, while male paternal orphans tended to have the lowest psychological distress. In addition, school satisfaction had a stronger association with problem behaviour, and self‐satisfaction had a stronger association with psychological distress. Interventions and preventive measures aimed at reducing the psychological distress of orphans could benefit from the findings regarding the correlates of psychological distress and the most vulnerable group among orphans.

Fueling Success: Unleashing the Power of Motivation, Nurturing Work Environments, and Cultivating Organizational Culture for Peak Job Satisfaction and Performance

This study seeks to assess, analyze, and quantify the influence of Motivation, Work Environment, and Organizational Culture on both Job Satisfaction and Teacher Performance in State Elementary Schools within Cluster VI of Bengkalis District. The research encompasses 119 teachers, representing the entire population, and employs a census technique. The methodology involves descriptive analysis and hypothesis testing, utilizing Path analysis through SPSS 21 and SmartPLS programs. The findings from hypothesis testing reveal a positive and significant correlation between motivation and job satisfaction. However, the impact of work motivation on performance is positive but not statistically significant. Similarly, the positive relationship between Work Environment and Job Satisfaction is identified, but it lacks a significant impact. The positive association between Work Environment and Performance is observed, yet without a significant impact. Organizational Culture demonstrates a positive link with Job Satisfaction, though lacking a significant impact. However, it positively correlates with Performance and has a significant impact. Interestingly, Job Satisfaction is positively related to performance, yet it does not significantly influence the performance of civil servant teachers in SD Cluster I, Bengkalis District.

School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School.

School dropout is a risky behaviour that is a threat to well-being in adolescence. This study aimed to analyse school satisfaction and self-efficacy in school activities in a sample of adolescents attending secondary school in an Italian region at high risk of school dropout. The objective was to investigate whether differences exist among students on the basis of school dropout intention, gender, and career choices. Another aim was to identify, among the students' satisfaction variables, the main psychosocial predictors of dropout intention. Students (N = 1340) attending secondary schools in Sardinia completed Soresi's questionnaires on life satisfaction and self-efficacy. The data were analysed with a multivariate analysis of variance and logistic regression analysis. The results indicated that students intending to drop out of school scored lower on satisfaction with perceived support and satisfaction with peer and teacher relationships than their peers not at risk of dropping out. The logistic regression analysis showed that the most significant predictors of dropout intention were academic performance, satisfaction with the school experience, satisfaction in the relationships with teachers and with family members, and satisfaction with perceived support (26.9% of model variance). The results of this research thus indicate which areas could be addressed through prevention to improve well-being conditions in education.

The Influence of Principal Transformation on Junior High School Teachers' Performance and Job Satisfaction

Internal and external factors influence the low performance of junior high school teachers. Private junior high school (SMP) teachers in Banjarbaru are strongly influenced by transformational leadership, work motivation, and job satisfaction, so improving teacher performance by identifying the problems they face and finding alternative solutions is necessary. The research was conducted to analyze the direct and indirect influence of the principal's transformational leadership and work motivation on performance through job satisfaction of private junior high school teachers in Banjarbaru City. The research design used in this research is descriptive, using a path analysis model (part analysis) to analyze the pattern of influence between variables. The research population was 266 teachers from 14 private junior high schools in Banjarbaru City. Moreover, 160 respondents were taken as research samples using the Probability Simple Random Sampling technique. Data collection uses questionnaire instruments, and data analysis uses descriptive analysis, classical assumption testing, hypothesis testing, and path analysis. The results of the data analysis obtained show that the regression coefficient value of the transformational leadership variable of the principal and teacher performance is 0.396, the variable job satisfaction and teacher performance is 0.365, the variable work motivation and teacher performance is 0.226, the variable principal transformational leadership and job satisfaction is 0.605, the variable work motivation and job satisfaction is 0.290, the variable transformational leadership with performance through job satisfaction is 0.137 and the variable work motivation and performance through job satisfaction is 0.073. The research results show that the level of transformational leadership of school principals, the level of job satisfaction, and the level of teacher performance in junior high schools in the city of Banjarbaru are in the medium category, while the level of work motivation is in the high category. There is a partial direct relationship between the transformational leadership of school principals, work motivation, job satisfaction, and teacher performance in private junior high schools in Banjarbaru. There is an indirect relationship between transformational leadership, work motivation, and performance through job satisfaction in private junior high schools throughout Banjarbaru City, so there is a need to increase the variables of transformational leadership, work motivation, job satisfaction, and teacher performance.

Student profiles of physical activity, screen time, sleep quality and dietary habits and their association with mental health and school satisfaction: An exploratory study

AbstractThe interrelated nature of mental health and indicators of school success in children and adolescents has been under‐investigated from a person‐centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students (Mage = 11.39; SD = 2.045) from two British schools in Dubai, the United Arab Emirates participated in an online survey that included self‐report measures of physical activity, screen time, sleep quality, dietary habits, mental health, and school satisfaction. Based on latent profile analysis, we identified four distinct health behavior profiles: high, low, average, and poor sleep and diet. Significant variation across profiles was evident for mental health subscores, age, and gender, although the results for gender were due to a high number of participants identifying as “other” or preferring not to say their gender. Profile membership was significantly associated with mental health and school satisfaction with students in the high health behavior profile reporting the highest scores on these outcomes. This study presents novel findings about students' health behaviors and school satisfaction and provides impetus for continuing research in this area of inquiry from a person‐centered perspective.

Well-being of Secondary School Students in Kinshasa

The aim of this study was to evaluate the academic well-being of secondary school students at a school in the city of Kinshasa. To achieve this objective, a survey (supported by school well-being and school satisfaction scales) was carried out among a sample of 106 students in the final year of secondary school at the Institut Pédagogique et Technique Mokengeli. The study data were processed using elementary statistical indices (frequency and percentage of respondents to each item modality) and the chi-square test. The results of the study revealed that respondents experienced a real sense of well-being at school (in its multi-dimensionality) and school satisfaction (well-being in its unidimensionality).This well-being manifested itself in positive perceptions of students' relationships with teachers, parity relations, and reports on assessments, safety and classroom experience. By assessing the well-being, this study has contributed to the identification of factors in the Congolese school environment that significantly affect students' quality of life at school, which is considered an antecedent of good mental and academic health. Having good mental health is a crucial advantage for achieving success in school and social integration. Research conducted in the context of the Democratic Republic of Congo has primarily emphasised the one-dimensional evaluation of overall well-being (global well-being). The particularity of this study was that it assessed the well-being of Congolese pupils across its multiple dimensions (pupils' relationships with others, attitude to assessments, feeling of safety at school, perception of the classroom). The school of the future, or the school of tomorrow, should prioritise students' happiness and foster an environment where they can feel positive and fulfilled. This sense of well-being is very important for both their academic and professional careers. The aim of ensuring comprehensive well-being is not fully accomplished in the majority of schools worldwide. Schools in African countries still have a long way to go in achieving this objective. So, by assessing students' school well-being, the present study identified the factors in the school environment that need to be improved to ensure that the Congolese school of the future is a good setting where students have a taste for learning and return to it eagerly every day.

How physical exercise influences academic burnout among Chinese "Double Non" college students: the chain mediation role of mobile phone addiction and learning engagement.

With mental anxiety caused by the COVID-19 pandemic, the trend of "lying down" has become increasingly prevalent among Chinese college students such as not thinking ahead, decadent abandonment, and being weak daily. Particularly, Chinese "Double Non" college students are more likely to face academic burnout (AB) due to lower school satisfaction and after-degree employment ratio, in comparison to "Double First-Class" college students. In view of this, the present study examined the structural relationships of physical exercise (PE), mobile phone addiction (MPA), learning engagement (LE), and AB among Chinese "Double Non" college students, aiming at exploring corresponding mechanism to provide supportive guidance for alleviating potential AB. This study adopted a cross-sectional survey approach among the sample of "Double Non" college students in China. We recruited 930 participants (272 men and 658 women) in the second half of the 2022-2023 academic year, all of whom completed questionnaires involving Physical Exercise Rating Scale, Mobile Phone Dependence Index Scale, Utrecht Work Engagement Scale-Student, and Maslach Burnout Inventory-Student Survey. A series of statistical analyses, including descriptive statistics, bivariate correlations, and direct and indirect effects among study variables, were proceeded based on the collected data. The results showed that PE can not only directly and negatively influence AB, but also indirectly and negatively influence AB through the mediation of MPA as well as the chain mediation of both MPA and LE. While PE had no significantly indirect effect on AB via LE. Physical exercise was proved to be an effective way to reduce MPA and then enhance LE, consequently leading to decreased AB in Chinese "Double Non" college students. The findings were discussed in light of related research, and implications and future directions were put forward for application in potential theoretical research and educational practice.

Academic Resilience and Self-Concept as Correlates of School Satisfaction among Form Two Students in the North East Region of Botswana.

There is paucity of studies on academic resilience, academic self-concept and school satisfaction in the North East Region, Botswana. Available studies globally revealed inconsistent findings on school satisfaction over the years. The research goal was to examine the correlation between academic resilience, academic self-concept and school satisfaction. The study was anchored on Flach`s Theory of Resilience and the Self Determination Theory. It targeted 3514 form two students in the 18 public Junior Secondary Schools in the North East Region, Botswana. Proportionate stratified and simple random sampling were used to select 450 respondents across 9 junior secondary schools to fill self-report measures. Academic Resilience Scale (ARS-6), Academic Self-Concept Questionnaire and the School Satisfaction Subscale from the Multidimensional Student Life Satisfaction Scale were used. Data was analysed using Pearson product moment correlation coefficient. The results revealed a significant, positive, albeit weak relationship between, academic resilience (r (444) = 20 p &lt; 0.01) and academic self-concept (r (444) = .26, p &lt; .01) with school satisfaction. Further moderation analyses reveal that the relationships between academic resilience, academic self-concept and school satisfaction were weaker for females compared to males. The findings have implications for teachers, counselors and parents to integrate and infuse academic resilience and academic self-concept in different subjects and school activities so as to evoke student`s satisfaction with school.

Unfair teachers, unhappy students: longitudinal associations of perceived teacher relational unfairness with adolescent peer aggression and school satisfaction.

Teacher relational unfairness is a significant risk factor for students' physical and mental well-being, especially during adolescence. However, school psychology research has not yet fully analyzed the links between teacher unfairness and important indicators of school experience and wellbeing, including peer aggression and school satisfaction. Even less evidence does exist with longitudinal, multilevel data. The present study tested the prospective relations between Fall perceived teacher unfairness and Spring reactive and proactive aggression, and school satisfaction. At T1, participants were 1,299 students (48.3% girls, mean age = 13.6 years, SD = 1.1) attending 67 classrooms in Italian public schools, whereas 1,227 students participated in the second wave 6 months later. Multilevel regressions showed that, at the individual level, T1 perceived teacher unfairness positively predicted T2 reactive and proactive aggression, and negatively predicted school satisfaction. At the class-level, T1 class teacher unfairness explained between-class variability in T2 school satisfaction, but not variability in peer aggression. The findings expand current knowledge about the role of teacher unfairness with the classroom and have implications for interventions at school.

The Relationship between School Satisfaction and Academic Achievement among BES Private Secondary School Students (Khartoum Locality, Sudan)

The Relationship between School Satisfaction and Academic Achievement among BES Private Secondary School Students (Khartoum Locality, Sudan)

The Role of Self-Esteem and Social Support on Emotional Behavioral Problems Among Grade 12 Students

The study investigated how self-esteem and social support influence emotional behavioral problems in Grade 12 students, involving 212 participants in a quantitative-correlational design. Results indicated generally high levels of self-esteem and social support, especially in domains such as social acceptance, school satisfaction, and self-assessment for self-esteem, as well as support from various sources including parents, relatives, adults, siblings, and peers. Emotional behavioral problems were largely low, encompassing factors like anxiousness, academic issues, aggression, social withdrawal, feelings of rejection, and psychosomatic problems. Surprisingly, no significant correlation was found between self-esteem and emotional behavioral problems with the influence of 1.9%, but a notable link existed with social support with the influence of 16.4%, highlighting its importance in fostering a positive environment. Limitations include potential biases in self-report measures, limited generalizability, and the absence of qualitative data. Future research should delve into underlying factors and develop interventions to enhance social support systems in educational settings for better mental health outcomes among students.

Influence of Principals' Supervision on Teachers' Job Satisfaction in Public Secondary Schools in Kakamega County, Kenya

Influence of Principals' Supervision on Teachers' Job Satisfaction in Public Secondary Schools in Kakamega County, Kenya

School Leadership Styles and Their Impact on Teacher Attitudes and Job Satisfaction in Israeli High Schools

School Leadership Styles and Their Impact on Teacher Attitudes and Job Satisfaction in Israeli High Schools