Job Satisfaction Of School Teachers Research Articles

ASSESSMENT OF OCCUPATIONAL STRESS AND JOB SATISFACTION AMONG SCHOOL TEACHERS IN SELECTED HIGHER SECONDARY SCHOOLS OF MURSHIDABAD, WEST BENGAL

Introduction: Occupational stress among teachers results from the working conditions. Stressed out teachers cannot work effectively. Their motivation and job satisfaction are lower, and they exhibit undesirable behaviours.Aim: This study aims to find out school teachers' degree of job satisfaction and occupational stress, to identify correlation between work-related stress, job satisfaction, and association between occupational stress with the selected sociodemographic aspects.Method: In order to ascertain occupational stress and job satisfaction among school teachers in the contemporary, demanding world, the researcher carried out a descriptive survey research on assessment of occupational stress and job satisfaction among teachers in selected higher secondary schools of Murshidabad, West Bengal. The method of non-probability convenience sampling was used to choose 120 school teachers working in selected higher secondary schools of Murshidabad, West Bengal. A semi-structured questionnaire, the Teachers Occupational Stress Scale designed by Sajid Jamal and Abdul Raheem, and the Job Satisfaction Survey created by Paul E. Spector, were used to gather the data.Result: The study result showed that majority of school teachers (92.5%) had moderate/average degree of occupational stress. Most of the school teachers (81.66%) had ambivalent level of job satisfaction. The study also revealed occupational stress and job satisfaction of school teachers’ have a weakly negative correlation which was significant. A chi-square test indicated a significant association between the age of a school teacher and occupational stress. The study has implications for Nursing Research, Nursing Administration, Nursing Practice, and Nursing education and it is recommended for future research study.

Job Satisfaction of School Teachers in Kazakhstan: A Comparative Analysis of Survey Results by Demographic Factors

Even though teaching is one of the most in-demand professions today, numerous teachers are leaving their profession. One of the main reasons is the low level of teachers’ job satisfaction (Ingersoll, 2001) which is a significant factor for resilience, also for better performance and fulfilment. However, there are few research works about teacher job satisfaction in Kazakhstan. Therefore this study addresses the issue through a comparative analysis of the teacher job satisfaction survey results according to their gender, age, teaching experience, teaching location, and type of school where they teach. TJSQ (Lester, 1987) was used to collect data about the job satisfaction of teachers in Kazakhstan. The questionnaire consists of 66 questions that describe 9 scales or factors of teacher job satisfaction. Participants were from all cities and regions of Kazakhstan. 385 respondents took part in the survey by snowball sampling method. Results showed that the overall job satisfaction level was the same for all sample groups. However, significant differences between the groups were determined by factors such as Working conditions, Advancement, Security, and Responsibility.

Predictors of Senior High School Teacher's Job Satisfaction Level

With the implementation of the Enhanced Basic Education Act of 2013, also known as Republic Act 10533 or K to 12, the Philippines initiated a curriculum change in its basic education system. This change extended the number of years in school from ten (10) to twelve (12), leading to the introduction of Senior High School. However, this alteration in the educational system posed challenges in maintaining job satisfaction among educators. Grounded in Herzberg's two-factor theory, this study aims to analyze the predictors of job satisfaction among Senior High School teachers in a private educational institution. Employing a quantitative research design, the study utilized the Job Satisfaction Survey to gauge the job satisfaction levels of these teachers. Data analysis involved T-tests and ANOVA. Results revealed that the satisfaction levels of respondents did not significantly differ, as indicated by a t-test probability value of 0.937, failing to reject the null hypothesis since 0.937 exceeds the significance level of 0.05. Thus, there was no significant difference in job satisfaction levels based on gender. However, educational attainment was found to predict differences in job satisfaction levels among senior high school teachers. Overall, the study suggests a significant relationship between job satisfaction levels and years of teaching experience among senior high school teachers.

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

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

Intrinsic and Extrinsic Factors Affecting Job Satisfaction: A Comparative Study of Public and Private Primary School Teachers

There are several intrinsic and extrinsic factors that affect the level of job satisfaction of school teachers. This study aimed to comparatively identify intrinsic and extrinsic factors of job satisfaction among public and private primary school teachers in Multan, Punjab, Pakistan. This cross-sectional study was conducted using the quantitative method, in which all public and private primary school teachers in Multan made up the total population of the study. Out of the total population size of 6330, a sample of 400 teachers was drawn through proportionate sampling techniques. A representative proportion of the sample was taken in accordance with the size of the population of each stratum, i.e., public and private, male and female. With respect to the category of school, 144 respondents were taken from private schools, and the rest (256) from public primary schools. Out of 400 respondents, 205 were female and 195 were male. Primary data was collected using a self-developed questionnaire that was built on a 5-point Likert scale with a total of 12 scales with 64 items. The overall study hypothesized that intrinsic factors such as respect, recognition, job quality, and personal growth (M = 3.04, SD = 1.0541) and extrinsic factors such as pay, promotion, management, coworkers’ behavior, training, and job security (M = 3.03, SD = 1.0437) were equally influential on teachers’ job satisfaction. Moreover, there was a significant difference in the level of job satisfaction between public and private school teachers (p = .001 < .05), indicating that private teachers were less satisfied with their jobs compared to public teachers.

A Study of Job Satisfaction of School Teachers in Relation to Government and Private Schools of District Sangrur State Punjab (India)

A Study of Job Satisfaction of School Teachers in Relation to Government and Private Schools of District Sangrur State Punjab (India)

To Explore the Job Satisfaction of School Teachers of Purulia District

Job satisfaction is one of the important elements of employees’ feelings about their job. There is an intimate connection between job satisfaction and the productivity of any organization. The purpose of the present study was to ascertain the present status of job satisfaction among secondary and higher secondary school teachers of Purulia district. The present study was carried out through the descriptive survey method by administering the Job Satisfaction Scale (JSS) (Singh, 1989) on a random sample of 602 secondary and higher secondary school teachers of Purulia district. In the test there are 20 items with each item a 5-point Likert type scale ranging from ‘highly satisfied’ to ‘highly dissatisfied’ with weighted score of 5 to 1 is attached; it was observed that the mean and standard deviation of the scores were 3.51 and 0.60 respectively. The result reflects that on an average the school teachers were satisfied with their Jobs. So, it might be concluded that the school teachers of Purulia district were well satisfied with their jobs and would get interested to perform well their academic activities in institution. Also, they might be expected more likely to experience with high work motivation and supportive work environment, which leads well productivity of any institution.

Impact of Work Environment on Job Satisfaction: A Case of School Teachers

Work environment refers to the elements that comprise the setting in which employees work. This research explained two factors of working environment namely working conditions, and job safety and security. As per the various study, if the employees are highly satisfied with their job, it tends to achieve the higher productivity in the organization. So, this study aims to examine factors influencing the job satisfaction of school teachers. Two factor theory is the theoretical foundation for the study. Data were collected utilizing the structured questionnaire which was distributed among 121 school teachers out of which 98 school teachers represents the sample size. The study employed descriptive, relational and casual research designs. Various descriptive and inferential statistical tools like correlation and regression were utilized for data analysis. The findings revealed that working condition, and job safety and security have significant effect on job satisfaction among school teachers and among these two, job safety and security is the most important factor for job satisfaction of the school teachers in Dallu area under study.

Transformational and Instructional Leadership Styles to Improve Teacher Performance: Literature Review

The importance of transformational and instructional leadership styles of principals is interesting to study. There are several articles on Transformational and Instructional leadership style reviews found. This literature review aims to determine the transformational and instructional leadership styles of school principals to improve teacher performance. Based on the results of the literature review, it was found that there was a significant relationship between the transformational leadership style and the principal’s instructional style to improve teacher performance, which was seen from the increase in teacher performance and teacher job satisfaction in schools. The results of the review article show a significant relationship between transformational and instructional leadership styles in improving teacher performance in schools. There is a positive relationship between transformational and instructional leadership styles and can have a positive and significant influence on teacher behavior and teacher job satisfaction. Principal’s Transformational and Instructional Leadership is one of the factors that encourage schools to achieve goals actively and efficiently.

A study of stress and its impact on job satisfaction of school teachers in vadamarachi

A study of stress and its impact on job satisfaction of school teachers in vadamarachi

CONTRIBUTION OF SCHOOL RELATED ATTRIBUTES ON JOB SATISFACTION: A CROSS-SECTIONAL STUDY ON SCHOOL TEACHERS IN NEPAL

Job satisfaction among school teachers is considered to be one of the crucial aspects in the arena of educational leadership and organizational behaviour. In addition, the question of if school associated attributes contribute to school settings has become a hot cake in the present context. Amidst this, the study aims to examine the job satisfaction of school teachers across their school related attributes. For achieving this purpose, a cross-sectional survey was employed embracing post-positivist paradigm among 345 school teachers from Dhading district, Nepal who were the respondents of this study. The data were collected through questionnaire, analysed with parametric test, and encompassed social exchange theory for discussing the findings of this study. From the study, it was revealed that job satisfaction of teachers is influenced by the school type, and service periods. In addition, the job nature and educational qualification was also found to be contributing to add pleasure in job considering pay and work environment respectively. Furthermore, the school related attributes were discovered to be assisted by social exchange relations and motivated the teachers towards job satisfaction. Finally, the study indicates that the teachers who are satisfied in their jobs demonstrate the high level of organizational citizenship behaviour, job performance, commitment, and retention in school. As a result, it ultimately benefits the school by increasing their work productivity and academic success.

Structural relationship among nursery school teacher job satisfaction, awareness of professionalism, collaboration, and nursery school effectiveness

Structural relationship among nursery school teacher job satisfaction, awareness of professionalism, collaboration, and nursery school effectiveness

KINERJA GURU SMA, TUNJANGAN KINERJA DAERAH, DAN KEPUASAN KERJA

PERFORMANCE OF HIGH SCHOOL TEACHER,
 REGIONAL ALLOWANCES AND JOB SATISFACTION
 
 Abstract. This research aims to know the influence of work allowances personality, and job satisfaction toward performance high school teacher, both directly and indirectly. Path analusis is used for this, samples were selected at random as many as 100 teachers are civil servants. The results of the analysis are as follows: 1) There is a direct influence of work allowances towards the work performance of high school teacher; 2) There is a direct influence of work allowances towards job satisfaction 3) There is a direct influence of job satisfaction towards job performances of high school teachers; and 4) There is an indirect influence of work allowances in regional scale towards job performances of high school teachersthrough high school teacher job satisfaction.
 Keywords: teacher performance, benefits, personalities, and job satisfaction.

Charter School Teacher Job Satisfaction

We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We investigate our research question using data from the School and Staffing Survey. We find that teachers in charter schools are less satisfied with their jobs than teachers in traditional public schools. We also find that teachers in EMO-managed schools appear less satisfied than those in stand-alone charter schools. Our analyses suggest that lower salaries and limited union memberships help drive these lower levels of satisfaction, particularly among stand-alone charter schools and charter schools managed by EMOs.

Job Satisfaction of School Teachers in Relation to their Gender and Mode of Appointment

No one can deny the fact the teachers are the ‘nation builders.’ They have the potential to determine the destiny of any nation or society. It is, therefore desired that teachers must be equipped with all those knowledge, skills and values which will help them to deliver their best to the society.

School Process and Teacher Job Satisfaction at Alternative Schools: A Multilevel Study Using SASS 2007–08 Data

This study examined the associations between public alternative schools’ teacher job satisfaction and school processes. Based on a multilevel analysis of the national School and Staffing Survey 2007–08 data, we found that among the seven school processes, public alternative schools’ administrative support, staff collegiality, career and working condition, and positive student behavior had positive associations with teacher job satisfaction. More importantly, we noticed that higher level factors (e.g., administrative/resource support from school level or above) presented more impacts on teacher job satisfaction. Other factors’ impacts on teacher job satisfaction and relevant implications were discussed as well.

The Impact of Parental Involvement, Personality Traits and Organizational Support on Satisfaction

The study argues that there are a number of factors that influence job satisfaction of school teachers including; Parental Involvement, Personality Trait (Extraversion and Agreeableness) and Organizational Support (Professional development, Workload and Distribution of Justice). The research uses a questionnaire as a data collection instrument which targeted women primary school teachers from an educational region in Kuwait. Key results found that parental involvement, agreeableness, professional development and distribution justice are factors that significantly influence the level of school teachers’ job satisfaction. Others findings indicate differences between nationalities and marital status of teachers when perceiving workload, distributive justice and satisfaction. The study adds to the existing knowledge of education from Kuwait where this type of study is scarce.

The Influence of Competence, Motivation, and Organisational Culture to High School Teacher Job Satisfaction and Performance

The study aims to find out and analyze the influence of competence, motivation, and organizational competence to high school teacher job satisfaction and performance in Jayapura City, Papua, Indonesia. The study was conducted on 117 respondents of 346 teachers by means of questionnaire. Data is analyzed by SEM analysis method in AMOS program. Findings indicate that competence and organizational culture affect positively and insignificantly teacher job satisfaction. While, job motivation affects positively and significantly teacher job satisfaction, but it did not give any significant effect on teacher performance. Competence and job satisfaction affect positively and significantly teacher performance, in fact organizational culture just has positive but insignificant effect to job satisfaction.

A randomized trial of written emotional disclosure interventions in school teachers: Controlling for positive expectancies and effects on health and job satisfaction

Writing expressively about distressing experiences has been found to have beneficial health effects. This study examined the effects of written emotional disclosure (WED) interventions on the self-reported health and job satisfaction of school teachers, and compared standard WED instructions with two commonly used more prescriptive variants. The study also controlled and measured the between-condition comparability of participants’ post-writing benefit expectations. Teachers (final N = 77) were randomized to a control writing condition or one of three WED conditions that varied the number and/or type of experiences participants wrote about. All teachers wrote for 20 min on three consecutive days at home. Psychological health, physical health, and job satisfaction were assessed at baseline, two weeks, two months, and six months post-intervention. Participants’ expectations of benefit following writing were equivalent across conditions. There was no significant effect of any of the three WED interventions, compared to control writing, on psychological or physical health or job satisfaction. There was, however, a significant and sizeable improvement in physical health across writing conditions from baseline to two-month follow-up, and this was maintained at six months. The findings show that control writing can produce comparable expectations of benefit to WED, and are consistent with the possibility that benefit expectancies can effect health improvements following disclosure or control writing. Most previous studies have examined WED with students or patient groups, and the findings also raise an important question about the feasibility of multi-session writing interventions for mid-life working samples. Further studies with occupational groups are warranted, as is further investigation into the role of positive expectancies in WED effects.

918 – The relationship between emotional intelligence and personality specification with the job satisfaction status of male guidance school teachers of islamshahr

The present research was done to determine the relationship between the emotional intelligence and personality features with the Islamshahr boy Junior High School teacher's job satisfaction. The social statistics of the present research concluded all the boy Junior High School teachers of the ministry education of Islamshahr in 2012. 140 people, who had been selected through clustered stage sampling, were involved in the research. The research tools of the Brodberry emotional intelligence questionaire consisted of four components (self-consciousness, self-management, social awareness, and relation management) Neo questionaire with five components (psychoneurosis, extroversion, openness, agreement, and conscientiousness), and the Herzberg's job satisfaction with two components(hygienic factors, and motivational factors). The results of the statistical analysis through the Pearson correlative and Regevsiven multiple model showed that there is a meaningful relationship between the three emotional intelligence, personality features, and job satisfaction variables. Also, some of the components of emotional intelligence and personality features can predict the job satisfaction and its components.