Job Satisfaction Of School Teachers Research Articles

Principalship in an Indonesian school context: can principal decision-making styles significantly predict teacher job satisfaction?

This paper examines relationships between teacher-perceived principal decision-making styles and teacher job satisfaction in schools in Lampung Province, Indonesia. We use the General Decision-making Style instrument, the Job Satisfaction Survey and a demographic questionnaire developed for this study. Our findings show that: 12 out of the 15 relationships tested were significant; rational, intuitive, dependent and avoidant decision-making styles were significant predictors of teacher job satisfaction; and these are still significant predictors after the possible effects of gender, marital status, teacher certification and school location are controlled for.

Chinese middle school teacher job satisfaction and its relationships with teacher moving

This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a 35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle school teachers were dissatisfied with their job in general. (2) Younger, less-experienced, junior teachers were more satisfied. Most groups of teachers were more satisfied with their working conditions, but less satisfied with income. (3) The sub-factors of leadership, professional opportunities, working conditions, and income had significant relationships with teachers’ future career planning. The reasons contributing to job dissatisfaction and teacher retention in schools are discussed.

Relationships between leader and follower organizational identification and implications for follower attitudes and behaviour

We present a multi‐sample multi‐level approach that examines the link between leader and follower organizational identification, and follower attitudes. Study 1 comprises 367 school teachers and 60 head teachers in Germany. The results illustrate a significant relationship between head teacher and school teacher school identification. Moreover, indirect relations between head teacher school identification and school teacher job satisfaction and self‐reported citizenship behaviours, mediated by school teacher school identification, are predicted and supported by the data. The findings are replicated within Study 2, comprising 233 school teachers and 22 head teachers. Finally, a third study replicates the findings in a different sector using a sample of 314 travel agents in 127 travel agencies and their leaders. Taken together, leader's self‐construal in terms of the organization is related to follower organizational identification, and therefore leads to greater follower satisfaction and to a greater willingness to exert extra effort on behalf of the organization.

Teacher Job Satisfaction in a Reform State: The Influence of Teacher Characteristics, Job Dimensions, and Psychological States

Despite the importance of job satisfaction, little research exists about this factor as it relates to teachers working in a school reform environment. This study addressed teacher characteristics, job dimensions, and work-related psychological states that predict public school teacher job satisfaction in a school reform state. Teachers (N = 578) completed a modified version of the Job Diagnostic Survey. Hierarchical multiple regression results indicated that the job dimension of teacher autonomy (* = .178) and the psychological states of experienced meaningfulness of the work (* = .431), experienced responsibility for the job (* = .129), and knowledge of results from the job (* = .220) explained 46% of the variance in overall teacher job satisfaction. This result greatly exceeded established criteria for a large effect size in multiple regression analysis. Implications for practice, theory, and future research are discussed.

Analisis Kepuasan Kerja Guru Di SMK Negeri 1 Tulung Selapan Kabupaten Ogan Komering Ilir

The teacher is the most important dimension of the education process. Schools must carry out good management of teachers by providing services to realize teacher job satisfaction in schools. In this study using a qualitative approach approach with data sources in this study consisting of primary data and secondary data. Data collection techniques used are interviews, observation and documentation. To analyze the data using the theory of Milles and Humberman. From the results of the study, it can be found that the job satisfaction of teachers at SMK Negeri 1 Tulung Selapan, Ogan Komering Ilir Regency in terms of job satisfaction factors with work, imbalances, supervisory supervisors, coworkers, and appropriate promotions. This means that every point on teacher job satisfaction is not a negative reason for teachers not to carry out optimally. Although at the point of work, there are a small number of teachers who teach not according to their educational qualifications, but personally the individual is not a problem for the teacher. With the artist, the teacher is still comfortable in teaching even though the subjects he teaches are not in accordance with his educational qualifications.