School Satisfaction Research Articles

PRINCIPAL’S LEADERSHIP AND THE TEACHERS’ STRESS AND SATISFACTION IN BEDOUIN SCHOOLS IN ISRAEL

Stress among teachers at work stems from the working conditions, especially the satisfaction that mediates stress and burnout at teachers’ work. Hence, this research investigates the teachers’ stress and satisfaction in Bedouin schools in Israel. Data were collected in this research by combining a quantitative and qualitative mixed method. A quantitative research questionnaire was conducted for 303 teachers in schools in Bedouin, Israel, in addition to an interview with four teachers based on the teacher’s stress and satisfaction at work. Research outcomes show that the mean score for teacher satisfaction level was 3.24 (64.8%). The highest mean score among the sub-scales was for the principal’s relationship with his teachers (M =3.62, 72.4%), which is moderate. In contrast, the principal’s professional relationship with his teachers had a lower mean score (3.11, 62.2%), the mean score of teacher stress was (3.16, 63.2%), and the mean score of the job satisfaction sub-scale was the highest (3.27, 65.4%), s.d=0.90. We discuss the implications of these findings, which have significant implications when the teachers are the primary, and the school principals are the secondary influences within the classrooms.

Relationship between Work-Family Conflict and Life Satisfaction in Secondary Schools of Sargodha

The link between Work-Family Conflict (WFC) and Life Satisfaction was examined in a quantitative study of secondary school teachers in Lahore, Pakistan (LS). The researcher hopes that the study might be useful from all viewpoints, including managerial, academic, and theoretical ones. Lahore district served as the population of the study that consisted of 179 boys and 152 girls high schools of Lahore. In Lahore there are 1716 female and 1445 male SSTs. 800 samples were taken from the entire population using a two-stage random sampling technique. With advance permission, Form-WFC and SLS were modified. Pilot testing and expert opinion were used to validate the scale and confirm the validity of the instrument. Pilot testing was done to check the instrument's dependability, and the results show that the instrument is very reliable. Following pilot testing, the instrument underwent the necessary modifications. In the study, correlational research was employed. The information was gathered through a cross-sectional survey. Using SPSS, descriptive and inferential statistics were used for data analysis. The results of the correlation were significant, indicating that WLB and LS had a moderately positive correlation. SLS generally increases along with WFC when it does. In order to determine the relationship between WLB and SLS, Pearson r was run. The results of the correlation were significant, indicating that WFC and LS had a strong positive correlation. SLS generally increases along with WFC when it does. The conclusions of the correlation coefficients were corroborated by the results of the regression analysis.

일반고와 특성화고 학생들의 시험스트레스, 정신건강, 학교적응, 학교만족도 간의 구조적 관계 비교 분석

Objectives This study aimed to compare and analyze the structural relationships among test stress, mental health, school adaptation, and school satisfaction of students from general high schools and specialized high schools, and to find ways to improve policies.
 Methods To this end, the Busan Education Longitudinal Study (BELS) data (6th year, 2021) was used for analysis, and test stress as an independent variable and mental health, school adaptation, and school satisfaction were selected as dependent variables. As for the characteristics of each variable, test stress and mental health are negative factors (-), and school adaptation and school satisfaction are classified as positive factors (+).
 Results The main research findings are as follows. First, the correlation between the variables examined in this study shows a negative correlation that the lower the mental health level, the higher the school adjustment and school satisfaction. On the other hand, school adaptation and school satisfaction have a very close relationship and show a high correlation. Second, in the causal effect analysis of the <research model (final)> established for this study, the coefficients of general and specialized high schools were found to be similar approximate values. First, the effect of test stress on mental health was higher in general high schools than in specialized high schools, which was a negative effect. The effect of test stress on school adjustment was higher in general high schools than in specialized high schools, but the direct effect was static, and indirect negative effects through mental health appeared to cancel each other out, and the total effect was slightly higher in specialized high schools. The effect of mental health on school adjustment was higher in general high schools than in specialized high schools, and a direct, static effect was found. The effect of school adaptation on school satisfaction was higher in specialized high schools than in general high schools, with the largest direct effect among the pathways set in the research model.
 Conclusions Therefore, increasing school satisfaction is to adapt well to school, which reduces test stress and improves mental health.

The Impact of Pedagogical Skills, Curriculum Quality, Support from Parents and School Infrastructure on Job Satisfaction of Public Primary School Teachers

Teachers are builders of nations because the quality that defines a country's students is closely tied to its educational system. The study project reflects on the elements affecting teachers' work satisfaction in schools. The study assessed the extent to which pedagogical skills, curriculum quality, parental support, and school infrastructure condition affect teachers' satisfaction. In this study, a quantitative survey approach was employed to collect primary data through questionnaires. The study focused on teachers in public primary schools and utilized a convenience non-probability sampling method to gather information from a sample group of 100 public primary school teachers. In alignment with the study's objectives, the research applied multiple linear regression analysis to explore the relationships between variables. The findings of the study showed that curriculum quality, infrastructure condition of public primary schools in Pakistan and parents’ support have a positive important impact on job satisfaction of teachers working there, however, pedagogical skills does not showed significant impression on satisfaction levels of the teachers working in such schools. The study recommended that keen attention should be given to raise the satisfaction level of teachers working in public schools by improving conditions of these schools, by raising awareness for parents and including teachers in curriculum selection and adoption.

Profiles of early career insecurity and its outcomes in adolescence: A four-wave longitudinal study.

This study investigated the developmental profiles of perceived early career insecurity (ECI) and their outcomes among adolescents (n = 1416) during a critical educational transition from basic education to upper secondary education. We found three distinct latent profiles with varying amounts of ECI: Profile 1: Moderate and decreasing ECI before the transition (57%); Profile 2: Low-decreasing ECI before the transition but increasing ECI after the transition (31%); and Profile 3: High and stable ECI during the transition (12%). Moreover, the ECI profiles related to school and life satisfaction as well as to school stress and dropout intentions in a meaningful way consistent with the stressor hypothesis. Chronically high and increasing ECI was related to negative outcomes.

Praise publicly, correct privately: how secondary teachers cultivate school belonging and classroom community

ABSTRACT School belonging is characterised by the constructive relationships shared between teachers and students in the learning environment. When students feel bonded to their teachers, they demonstrate greater school satisfaction, are highly engaged, and are more likely to persist. In this investigation, the nature of school belonging was examined using the tenets of self-determination theory to illuminate teachers’ perceptions of the quality of their relationships with students. Eleven high school teachers kept reflective journals about their experiences building a sense of classroom community with adolescents of various developmental needs. Emergent themes placed importance on rapport and positive regard, active and empathetic listening, and being responsive to students’ developmental needs.

사례연구를 통한 지역사회 작은학교 활성화 방안

Objectives Agricultural, mountainous and fishing villages realistically have to worry about the existence of schools due to the decrease in the school-age population and the movement of students to urban schools. Small-schools in the old city center are also closing down. The specific reasons for the occurrence of small-schools could be so different that they might include whether the reason is because of the natural trend of population decline, the migration phenomenon caused by changes in industrial conditions, poor educational conditions in the region which cause residents to leave, or leaving because they couldn't make ends meet. Therefore, the small-school activation strategy should be approached differently according to the conditions and circumstances of the school and community. In addition, increasing the school satisfaction of teachers currently working in small-schools and the educational satisfaction of students and parents can be a major factor in small-school activation.
 Methods To this end, first this study analyzed the operation plan and curriculum of the school for the year, and surveyed teachers' perceptions, experiences, and opinions about small-school. To grasp the actual circumstances of various small-schools, when selecting schools for the study, they were divided into urban type (including schools located in myeon although they belong to city districts in terms of administrative division) and rural type, and the school size was also divided into various sizes ranging from less than 20 to about 180 students. The first survey was conducted targeting the teachers of the six selected schools, and based on the survey results, an interview survey was conducted focusing on questions to know in depth. The survey was conducted on all teachers of six schools, and 47 out of 66 teachers who responded to the survey showed a response rate of about 72.3%. Nine out of 47 respondents were managers.
 Results When considering the developmental stage of students in elementary school, the activities that can be directly felt and manipulated with body such as experimentation, observation, and play, etc. are needed. Through these activities, students' creativity can be increased, and when doing these activities, the learning effect can be higher. Small-school showed high satisfaction of parents not only in the educational effects of regular classes but also in various after-school classes. This is to keep in mind the possibility of operating a curriculum based on the concept of a grade system that is not tied to the school level, and it will need to be more activated in the future.
 Conclusions In order for small-schools to be activated, classes, education, internalization of justice, and strengthening of basic academic skills should be preceded. Second, it is necessary to analyze policies to improve the workload of teachers in small-schools and the environment in which it is difficult to concentrate on teaching. Third, it is necessary to discuss the promotion of exchange between teachers and the connection between school levels (elementary-middle-high school). Fourth, a local education community (local education ecosystem) should be established to overcome regional problems and coexist with schools and regions.

Organisational Envy, Teachers’ Job Commitment and Satisfaction in Public Senior Secondary Schools, Education District V, Lagos State, Nigeria

Over the last two decades, the duty of controlling employees' emotions, particularly teachers, has emerged as a critical component of maintaining a successful school environment. While good emotions have acquired value as a result of positive school organisation behaviour, negative emotions in the workplace, especially in schools, have been neglected. This study looked at the link between organisational envy and teachers’ job commitment and satisfaction in public senior secondary schools in Lagos State Educational District V. The study used a correlational and descriptive survey design with simple random sampling. A total of 240 responses from the 300 administered instruments was determined and used for final analysis. The Pearson Product Moment Correlation coefficient was used to evaluate two hypotheses at the 0.05 level of significance. The findings indicate that there is a link between school organisation envy and teachers' work commitment. The study also discovered that school organisation envy is strongly connected to teachers’ job satisfaction. Based on this assumption, the study suggested that in order to create a healthy organisation, school administrators should limit the negative repercussions of envy and they should establish a suitable working atmosphere that would promote cultures of accepting others and reduce envy among instructors.

The role of affective ties in the asymmetrical relationship between student satisfaction and loyalty. Comparative study of European business schools

ABSTRACT In the context of an increasingly competitive environment in higher education, this article looks at the determinants of student satisfaction in European business schools. We analysed one French and one Georgian business school through a survey of 551 students. Structural equation modelling was used to test the research hypotheses, with qualitative data analysis further explaining the findings. The results identify the determinants of student satisfaction and confirm a positive and significant influence of student satisfaction on their loyalty. However, the findings reveal an asymmetrical relationship between the two constructs and suggest that, in addition to a high level of satisfaction, affective ties need to be ensured between HEIs and their students to generate loyalty. The study contributes to the literature by emphasising the importance of customer satisfaction in a service industry from an affective standpoint through the lens of customer expectations. It also demonstrates the importance of dissatisfier elements, especially when it comes to examining loyalty. The results are of vital importance for business school management to develop strategies aimed at attracting and retaining students, which will in turn improve financial performance and successful positioning.

The Effect of Leadership Styles on Teacher Job Satisfaction in Nigerian Secondary Schools

In an educational environment, school administration and leadership is regarded as one of the essential components for effective institutions, in addition to instruction and learning. The research set out to investigate the impact of school managers' and leaders' leadership philosophies on teachers' work satisfaction. The goal of the research is to identify the prevalent leadership style as viewed by teachers, to gauge teachers' job satisfaction, and to investigate the connection between teachers' job satisfaction and the leadership styles of school managers. 95 instructors were chosen at random for the research, which used an observational poll methodology. The primary tool used to gather data for the research was a questionnaire. Means, standard deviations, and Pearson correlation were used to analyse the data collected. The findings showed that democratic leadership was primarily used by Head of schools and that teachers typically had high levels of work satisfaction. Additionally, it was discovered that there was a strong correlation between teachers’ job satisfaction and the leadership approach utilized by administrators and school leaders. The study's results led to the conclusion that the leadership style of head teachers influenced the degree of work satisfaction among teachers in secondary institutions in Lagos State. It was suggested, among other things, that teachers in secondary schools be allowed to participate in in-service training because doing so will make them more enthusiastic about their work.

A path causal model of the effect of TQM practices on teachers' job satisfaction in schools in Qatar

PurposeThis study aims to examine the relationship between TQM practices and teachers' job satisfaction in Qatar, visualizing this relationship through a path causal model.Design/methodology/approachA cross-sectional survey from different schools in Qatar was conducted, using a questionnaire administered to 359 teachers. Factor analysis was used to establish the construct validity of the questionnaire, using two statistical tests: Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy, and Bartlett's test of sphericity.FindingsThe TQM practices measured were information, professional development, teachers' involvement in decision-making, teamwork and salary. Regression analyses showed that only four of the five constructs were significant in predicting teachers' job satisfaction. The path causal model's results revealed that each explanatory variable's direct effect was strengthened via the effect of the other independent variables.Practical implicationsTeachers who are highly satisfied with their jobs are willing to give their best. This study proposes a conceptual causal model for TQM adoption in the Qatar educational system. The proposed causal model will help policymakers and decision-makers in Qatari schools to draw strategies based on the antecedents and consequences of teachers' involvement in decision-making.Originality/valueEmpirically, this article has employed the concepts of TQM and job satisfaction to construct a causal model, demonstrating the effect of TQM practices on teachers' job satisfaction in schools in Qatar, thus bridging the gap between the two fields. To the best of the researcher's knowledge, no prior studies have examined this relationship within Qatari schools.

Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda

Over the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies on students' satisfaction with the school climate. A cross-sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of student's satisfaction with school climate, while linear regression was used to determine the influence of head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict were the most commonly used conflict management strategies, while the least commonly used strategies were taking charge in times of conflict and emphasising on areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on student's satisfaction with the school climate. In conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts so as to create a favourable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.

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

The study investigated influence of principals' supervision on teachers’ job satisfaction in public secondary schools in Kakamega County, Kenya. The objective was: To determine the influence of principals’ checking on teachers’ professional document and principals’ class visitation on teachers’ job satisfaction. The study was based on the Path Goal theory. The study targeted 324 public secondary schools which comprises of 324 principals and 1500 teachers and 12 TSC officials across 12 sub-counties in Kakamega County. Purposive sampling to select five sub counties included Lurambi, Ikolomani, Shinyalu, Navakholo and Malava sub county. 64 schools selected using stratified sampling, purposive sampling for 64 principals and 5 TSC officials while simple random sampling for 300 teachers. Questionnaires and interview guides were used to collect data. The findings for the null hypothesis that there is no significant relationship between principals’ checking on professional documents and teachers’ job satisfaction using Chi square test was (df=16, Pearson X 2 = 92.826, p=0.005 at 0.05 significance level). Therefore, the null hypothesis was rejected hence there is a relationship between principals’ checking on professional documents and teachers’ job satisfaction. The null hypothesis that there is no significant relationship between principals’ class visitation and teachers’ job satisfaction using Chi square test was (df=16, Pearson X 2 = 103.379, p=0.005at 0.05 significance level). The null hypothesis was rejected. Hence there is a relationship between principals’ class visitation and teachers’ job satisfaction. The study concluded that principals checking on professional documents and principals class visitation influenced teacher job satisfaction. The study recommended that Principals should be equipped with the required supervision knowledge and skills that would lead to improved teachers’ job satisfaction. QASOs should ensure increased teachers’ job satisfaction by regular supervision to secondary schools, guide, monitor principals and receive regular updates on progress of class visits and lesson observations to enhance the exercises of instructional leadership conducted by the principal and advise. Keywords: Principals’ supervision, principals checking on professional documents, principals’ class visitation, teachers’ job satisfaction, secondary schools DOI: 10.7176/JEP/14-14-05 Publication date: May 31 st 2023

Organizational Commitment, School Environment, and Work Ethics on Job Satisfaction of Private School Teachers

The main objective of the study was to develop a structural model on teachers’ job satisfaction in the private schools of Region 10, particularly the Private Schools Athletic Association in Region 10 (PRISAA-X) and Bukidnon Association of Catholic Schools (BUACS) member schools. The study was conducted among the seven PRISAA-X-member schools and five BUACS member schools where 979 teacher-respondents coming from the 12 different private schools have represented to answer the questionnaires. The study revealed that teachers’ organizational commitment is high as measured through affective commitment, normative commitment, and continuance commitment in the private schools particularly in region 10. Moreover, teachers are satisfied on the school environment in terms of staff freedom, students support, professional interest, innovation and participatory decision making especially when it comes to their working environment where most of the private schools created a positive atmosphere for the teachers. Additionally, teachers’ work ethics were good in terms of order factors such as hard work, morality/ethics, centrality of work, wasted time, delay of gratification, self-reliance, and leisure; hence, the result demonstrates that the private school teachers have upright work ethics. Further, the descriptive analysis of the teachers’ level of job satisfaction as measured through advancement, responsibilities, colleagues, supervision, working conditions, and pay shows that teachers were satisfied working in the private schools. The measured variables of organizational commitment, school environment, and work ethics showed a significant relationship to the teachers’ job satisfaction. However, affective organizational commitment, school environment measured through student support, professional interest, and staff freedom, and work ethics through self-reliance, hard work, centrality of work, wasted time, and delay of gratification were the best predictors on teachers’ job satisfaction. The best fit model was anchored on organizational commitment and work ethics. A holistic job satisfaction paradigm was designed based on the generated structural model for private school teachers.

SCALE DEVELOPMENT STUDY: STUDENTS' SCHOOL SATISFACTION SCALE

The aim of this study is to develop a scale to determine the satisfaction levels of high school students towards school. The draft scale was piloted to 650 high school students studying in five central districts of Antalya in the 2020-2021 academic year. Afterwards, real application was made to 614 students. Rotated principal component analysis was used to obtain information about the validity of the scale over the obtained data. In order to determine the construct validity of the scale, principal component analysis and factor analyzes were performed and Promax oblique rotation was performed. In addition, Cronbach's α reliability was calculated to provide evidence for the reliability of the scale and was found to be .94. As a result of these analyzes, the Students' School Satisfaction Scale (SSSS) consisting of 6 factors and 43 items explaining 60% of the total variance was obtained. Item test correlations were calculated as evidence of item validity. Item test correlations were found to vary between .446 and .743. The results obtained prove that the scale is valid and reliable.

Students’ Perceptions of Teacher Support, and Their School and Life Satisfaction Before and After The COVID-19 Pandemic

In an attempt to examine the extent to which the COVID-19 pandemic affected the lives of primary school students, a longitudinal study was conducted focused on students’ school satisfaction and life satisfaction, and their perception of the support provided by their teachers. The study was conducted in two waves, within the period of two years – the first one before the pandemic, and the second one upon its end, that is, when the students returned to classes in school. The study encompassed 548 students in total, attending third to eighth grades of primary school in the Republic of Croatia. 267 students participated in both waves of the study. The quantitative approach was applied. The results revealed statistically significant differences in students’ perception of teacher support, and the level of their school satisfaction and life satisfaction. Students seem to have been more satisfied with school, life and teacher support before the pandemic. An additional analysis of the differences between generations of students (2019 and 2021) was conducted. Although the younger generation seem to give a lower rating to all the examined variables, in comparison to the generation of 2019, the results reveal statistically significant differences only in life satisfaction (grades 4, 5 and 7) and teacher support (grades 5 and 6). The limitations of the study, as well as implications for future research and educational practice are discussed.

Relations Among Psychological Resilience, Exam Anxiety, and School Satisfaction in a Large Sample of Azerbaijani Adolescents

<p style="text-align: justify;">The purpose of this study was to examine whether exam anxiety played a role as a mediator in the relationship between psychological resilience and school satisfaction in a large sample of adolescents (N = 1819; Mage = 15.16, SD = 0.95) who live in different regions of Azerbaijan. Adolescents’ psychological resilience was positively associated with school satisfaction, whereas their exam anxiety level was negatively associated with school satisfaction. Structural equation modeling results showed that exam anxiety partially mediated the relationships between psychological resilience and school satisfaction. Therefore, the indirect effect of psychological resilience on school satisfaction through exam anxiety was also statistically significant.</p>

The Relationship between Teacher’s Motivation and their Job Satisfaction in Secondary Schools in Onitsh Education Zone, Anambra State, Nigeria

Aims: This study determined.
 The relationship between teacher’s intrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone.
 The relationship between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone.
 The relationship between teacher’s intrinsic motivation and job satisfaction in secondary schools in urban areas in Onitsha education zone.
 The relationship between teacher’s extrinsic motivation and job satisfaction in secondary schools in urban areas in Onitsha education zone.
 Study Design: This study adopted the Correlation Survey Research Design.
 Place and Duration of Study: This study was conducted among secondary school teachers in secondary schools in Onitsha Education Zone of Anambra State, Nigeria.
 Methodology: The population of this study comprised 1,179 (male = 92, female = 1087) teachers in government owned secondary schools in Onitsha education zone. The sample for this study is 300 teachers (175 – schools in urban areas, 125 – schools in rural areas). The instruments adopted for data collection were the Work Task Motivation Scale for Teachers (WTMST) and the Minnesota Satisfaction Questionnaire (MSQ). The Work task Motivation Scale for Teachers was developed by Fernet, Senecal, Guay, Marsh, Dowson (2008). The questionnaire contains 15 items on why teachers are motivated to carry out teaching tasks. The MSQ is developed by Weiss, Dawis, England and Lofquist (1967) to measure an employees’ satisfaction with their job. The MSQ consist of 20-items from the long form MSQ that best represent each of the 20 scales. The instruments for data collection were not subjected to further validation because they are standardized instruments. However, both the WTMST and MSQ have been adopted for use in other studies in Nigeria. Based on this usability, the instrument will be adopted for the present study. The administration of the instrument was done through direct delivery approach. In this approach, copies of the questionnaire were distributed personally to the respondents by the researcher with the help of some research assistants. The data collected was analyzed using the Pearson Product Moment Correlation Coefficient (Pearson r), applying the statistical package for social science (SPSS) for data coding and analysis.
 Results: The finding of this study revealed that a high positive relationship of 0.632 exist between intrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha education zone, A moderate positive relationship of 0.530 exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural areas in Onitsha Education zone, A moderate positive relationship of 0.482 exist between teacher’s intrinsic motivation and job satisfaction in secondary schools in urban area in Onitsha Education zone, A high positive relationship of 0.70 exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in urban area in Onitsha Education zone.
 Conclusion: This study concludes that a high and positive relationship exist between teacher’s intrinsic motivation and job satisfaction in secondary schools in rural and urban areas, a moderate and positive relationship exist between teacher’s extrinsic motivation and job satisfaction in secondary schools in rural and urban areas.

Improving Sustainability of Learning Outcomes: An Empirical Study of Medical Students’ Autonomous Learning

Achieving sustainable learning outcomes for medical students requires the assessment of their engagement in autonomous learning, and the development of sustainable autonomous learning skills. This study examined the relationship among autonomous learning, academic support, school satisfaction, and learning outcomes. It used structural equation modeling to analyze data from 725 medical students studying at Huazhong University of Science and Technology, Wuhan. The findings showed that autonomous learning was positively related to academic support, school satisfaction, and learning outcomes. Furthermore, both school satisfaction and learning outcomes were positively correlated with academic support. Similarly, school satisfaction was positively correlated with learning outcomes. Academic support and school satisfaction mediated and serially mediated the relationship between autonomous learning and learning outcomes, respectively. Additionally, autonomous learning had positive direct and indirect effects on learning outcomes through the serial mediation of academic support and school satisfaction. The serial mediating effects of academic support and school satisfaction were significant. Thus, autonomous learning was considered to be an important aspect of sustainable learning outcomes; educational administrators could systematically encourage students’ autonomous learning to increase their invested time and effort, and help students improve their learning outcomes.

Exploring the Role of Well-being for Improving Students’ Performance at Secondary Level in Pakistan

The present study was aimed to exploring the role of Well-being for improving students’ performance at secondary level in Pakistan. well-being included students’ happiness, positive emotions, school satisfaction and personality development. A qualitative method was used to research. The purposive random sampling technique was used for data collection. Four students were selected as participants from two schools. The participants were studying in 10th grade. The purpose of the study was to explore the opinion of students about their schools. And to explore the role of well-being for students ‘academic performance and school life satisfaction. The semi structured interviews were taken from the participants. The interviews were recorded and transcribed and thematic analysis was made. Main themes and sub themes were developed from the data. The result showed that well-being has a significant role in students’ performance in Pakistani students.