Teacher Job Research Articles

PRACTICAL EXPERIENCES IN DAYCARE AND THE DEVELOPMENT OF BABY AWARENESS

The present study was motivated by theoretical findings that indicate that, when working with babies in day care, in general, there are still conceptions that characterize the routine as household chores, focused on protection, food and hygiene, a non-directive teaching job, spontaneous, based on everyday life and waiting for the baby's development to come and that, for this reason, there is no pedagogical work to be done with him. This text aims to defend the pedagogical practices experienced at the daycare as promoters of the baby's awareness development. We understand consciousness as a typically human capacity that develops through social interactions and cultural appropriations since the birth of the baby. This theoretical-bibliographic study is based on historical-cultural theory and its understanding of child development process. This theory has helped us to understand human development from an early age in distinctive periods which each have their leading activities that contribute most to this process. As a result it shows us the necessity of intentional pedagogical practices mediations to provide babies with moments of objects exploration and relationships with more experienced individuals who use speech to signify human actions. Such discussion collaborates with the teacher in his function, who plans and organizes didactic elements in order to enable the baby's development of consciousness in the daycare center.

The Effect of Principal’s Academic Supervision and Work Motivation on Teacher’s Job Satisfaction

The purpose of this study is to ascertain whether the academic oversight and work motivation of the principal at SMK Negeri 1 Prabumulih have an impact on teacher job satisfaction. In this study, 80 teachers were selected using the Slovin algorithm from a population of 100 teachers at Prabumulih State Vocational School 1, while the sampling is done by random sampling, This sort of study involves quantitative research with correlation and quantitative descriptive research methodologies. The research instrument is a questionnaire that has been evaluated for validity and reliability. The findings of the regression test, specifically simple linear regression and multiple linear regression using SPSS, support the research hypothesis that there is a substantial relationship between academic supervision and teacher job satisfaction

INFLUENCE OF PROVISION OF INCENTIVES BY HEAD TEACHERS ON TEACHERS’ WORK PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN NAKURU COUNTY, KENYA

Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the countrys school systems. Giving teachers incentives is one of the instructional leadership strategies that headteachers can use. This studys goal was to ascertain how the head teachers incentives affected teachers work performance in Kenyas Nakuru County public elementary schools. The study was informed by the Hallinger and Murphy (1985) Model of Instructional Leadership and the Campbell et al. (1993) Theory of Job Performance. The study employed a convergent parallel design and a mixed methods research methodology. In order to gather and analyze data from a target population of 57,800 students, 7,741 teachers, 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs), the study simultaneously used quantitative and qualitative research methodologies. Cluster sampling was used to choose a sample of 68 elementary schools for the investigation. Through simple random sampling, 60 students and 329 teachers were chosen from these sampled schools. Additionally, 68 head teachers and 9 QASOs were chosen through the use of a purposeful sample. A focus group discussion guide, questionnaire, interview schedule, and document analysis checklist were the research tools employed. A pilot research with a sample size of 35 teachers was carried out in 7 public elementary schools in Baringo County. The quantitative data were analyzed using descriptive and inferential statistics, notably frequency counts, percentages, Spearman rank correlation, and regression analysis. The Statistical Package for Social Sciences (SPSS) version 25 was used to test the hypothesis at a significance level of 0.05. Tables were used to depict the results as frequencies and percentages. Thematic analysis and story presentations were used to display qualitative data. According to the study, head teachers incentives had a statistically significant positive effect on teachers job performance in Nakuru Countys public elementary schools. The study emphasizes the value of teachers work performance for overall school outcomes, giving head teachers and other education stakeholders important information to consider while focusing on efforts for providing incentives for teachers and legislation that support such programs. This would foster an environment where teachers may work as efficiently and effectively as possible, enhancing student achievement in KCPE examinations in public primary schools. KEY WORDS: Provision of Incentives, Teachers Work Performance, Instructional Leadership, Public Primary Schools

The Relationship between Supportive School Culture and Teacher Job Satisfaction: Mediating Role of Professional Network Intentions

This study aims to examine the relationships between supportive school culture, teacher job satisfaction and teacher willingness to connect. A total of 312 teachers working in Ankara participated. The study data were gathered through the School Culture Scale, Social Network Tendency Scale and Job Satisfaction Scale. Structural equation modelling (SEM) technique was used to determine the mediating role of teacher willingness to connect in the relationship between supportive school culture and teacher job satisfaction. The results of the study indicated that there are positive and significant relationships between independent and dependent variables. Moreover, supportive school culture seems to predict teacher willingness to connect and job satisfaction positively and significantly. In addition, teacher willingness to connect is a positive and significant predictor of job satisfaction. Finally, it was determined that the mediating role of teacher willingness to connect in the relationship between support culture and teacher job satisfaction was statistically significant. The results of the study statistically supported the theoretical model.

Investigating the relationship between the leadership style of school principals and the job satisfaction and conscientiousness of primary school teachers

Background and purpose: The leadership styles of school principals, according to their approach to teachers, are effective in the growth of creativity or its reduction. This research was conducted to explain the relationship between the leadership style of school principals and the job satisfaction and conscientiousness of primary school teachers. Methodology: The research design was descriptive and correlational. The research's statistical population included all teachers and principals of the elementary school in Shahrood city in the academic year of 2014-2016. The statistical sample of this research was selected and studied by a simple random sampling method of 120 teachers. Leadership style Questionnaire, Job Satisfaction Questionnaire, and Work Conscientiousness Questionnaire were used to collect data. After collecting and extracting data, participants' scores were analyzed using Pearson's correlation and multivariate regression using statistical software (SPSS). Results: The results showed a significant positive correlation between the leadership style score with job satisfaction and work engagement at the level of 0.001. Also, there is a positive correlation between humanistic leadership style and job satisfaction at the level of 0.001 and work conscientiousness at the level of 0.05. The table results showed a positive correlation between conscientious leadership style with job satisfaction and conscientiousness at the level of 0.01. The leadership style of humanistic management, with a beta coefficient of 0.82, and task-oriented management, with a beta coefficient of 0.36, could predict work conscientiousness in teachers. Moreover, the humanistic management leadership style with a beta coefficient of 0.15 and the duty-oriented management leadership style with a beta coefficient of 0.46 could predict teacher job satisfaction. Conclusion: Planning training courses related to improving transformational leadership skills for school staff, especially managers and teachers, is an inevitable necessity for the success and excellence of the school. Effective leadership requires the use of both transformational and exchange leadership styles. Therefore, while creating the necessary conditions and space for teachers' internal motivation and self-efficacy, school administrators should also pay attention to external incentives and rewards.

The Principal's Role in Recognizing Teacher Performance and Teachers' Job Satisfaction in Public Secondary Schools in Bungoma South Sub-County, Kenya

As part of their managerial assignments, Principals are expected to play a central role in enhancing teacher job satisfaction so as to achieve the desired results. The study sought to establish the principal’s role in recognition of teachers’ performance and teachers’ job satisfaction in public secondary schools in Bungoma South Sub- county. The study adopted a descriptive survey research design. The target population was 969 respondents and 61 public secondary schools in Bungoma South sub-county. Simple random sampling technique was used to draw a sample of 272 teachers and 19 principals. Self-administered questionnaires for Principals and teachers were used to collect data. Experts in the Department of Educational Planning and Management at Kibabii University ascertained content validity of the research instruments. Piloting of the instruments was conducted in two schools in the neighbouring sub-county that did not participate in the actual study. Test retest was used to ascertain the reliability of study instruments. Data was analysed using descriptive statistics which included mean, t-tests, range and standard deviation and inferential statistics which included person regression coefficient. Statistical Package for Social Sciences (SPSS) version 26 was used for data analysis. The findings were presented in tables, figures and thematic discussions. The study revealed that there was a strong positive correlation between principal recognizing the value of teacher’s hard work and teachers job satisfaction levels [r=0.657, p<0.05]. Meanwhile, principal recognizing teachers hard work, principal praising teachers for good performance and principal providing financial benefits for good performance had statistically significant positive effect on teacher job satisfaction levels [β=0.204, p<0.05), (β=0.147, p<0.05) and (β=0.196. p<0.05) respectively.

Pengaruh Kompensasi, Lingkungan Kerja Dan Kepemipinan Terhadap Kepuasan Kerja Guru Pada Sekolah Madrasah Yogyakarta

This research was conducted to analyze the influence of compensation, work environment and leadership on teacher job satisfaction at Madrasah Yogyakarta, which aims to manage superior and advanced human resources in facing this era of globalization, one of which is by paying attention to employee satisfaction. the role of human resources is the planner and implementer in the organization's achievement.This research uses quantitative descriptive methods with data analysis techniques using validity tests, reliability tests, multiple linear regression analysis, t tests, f tests and tests carried out manually using the SPSS 22.0 for Windows application. The population in this study were teachers at Madrasah Yogyakarta, while the sample included was 57 samples.The results of the research show that, in the validation test each variable was smaller than the significance of 0.05 (valid), the reliability test value was 0.946, it was greater than 0.60 (reliable), the multiple linear regression analysis value of job satisfaction was 8.344, the compensation value was 0.053, the work environment value was 0.333 , and leadership 0.297, partial t test compensation has no effect, but it does influence the work environment and leadership on job satisfaction, the f test simultaneously has an influence on teacher job satisfaction. The greatest level of influence is based on multiple linear analysis, the highest beta value of the work environment with a valueof 0.333 compared to the values of other independent variables

The Influence of Green School and Organizational Culture on Job Satisfaction and Environmentally Friendly Behavior

In the field of education, teachers are crucial to raising the standard of instruction. They play a crucial role in making sure that school events run well and serve as role models that pupils adore. The two main challenges educational institutions face are low job satisfaction among teachers and concerns about environmental influence. This study aims to determine the direct and indirect effects of implementing green school programs and organizational culture on job satisfaction and environmentally friendly behavior of Vocational High School (SMK) teachers. This study employs quantitative research techniques. 211 teachers responded to a questionnaire that was used togather the data. The data obtained were analyzed using the Partial Least Squares (PLS) method. The results of the study found that green school did not affect job satisfaction, while organizational culture influenced job satisfaction. Job satisfaction affects environmentally friendly behavior. The green school does not affect environmentally friendly behavior either directly or through job satisfaction. Environmentally friendly behavior is not directly influenced by organizational culture, but it is indirectly influenced by job satisfaction. According to this study, job satisfaction can mediate the influence of organizational culture on employees' propensity to behave sustainably, but it cannot, as yet, do the same for the influence of green schools. This finding implies that in increasing the eco-friendly behavior of vocational teachers, school management needs to encourage an increase in teacher job satisfaction by paying attention to the organizational culture adopted by the school.

PRINCIPAL LEADERSHIP EFFECT FOR TEACHER PERFORMANCE WITH WORK SATISFACTION INTERVENING VARIABLE IN JOMBANG

The principal as the top manager in the school is the most important component which is a determining factor for school success in creating quality human resources in the school environment. The research objectives are: 1) Test the effect of the principal's leadership style on teacher performance; 2) Test the influence of the principal's management on teacher performance; 3) Test the effect of job satisfaction on teacher performance; 4) Test the effect of the principal's leadership style on teacher job satisfaction at Bandarkedungmulyo Jombang State Senior High School; 5) Test the influence of the principal's management on teacher job satisfaction through job satisfaction; 6) Test the significant influence of the principal's leadership style on teacher performance; and 7) Test the significant influence of principal management on teacher performance at Bandarkedungmulyo Jombang Public High School through job satisfaction. The results of the study: 1) Leadership style has a positive and significant influence on teacher performance with a t count > t table (6,746 > 1,674) and a path coefficient of 0.984; 2) Managerial does not have a positive and insignificant effect on teacher performance with a t count < t table (0.206 < 1.674) and a path coefficient of -0.031; 3) Job satisfaction has a positive and significant effect on teacher performance with a t count > t table (2.117 > 1.674) and a path coefficient of 0.383; 4) Leadership Style has a positive and significant influence on Job Satisfaction with a t count > t table (2,850 > 1,674) and a path coefficient of 0.564; 5) Managerial has a positive and significant influence on Job Satisfaction with a t count > t table 1.919 > 1.674) and a path coefficient of 0.583; 6) Leadership Style through Job Satisfaction has a positive and significant influence on Teacher Performance with a t count > t table (5.167 > 1.674) and a path coefficient of 0.092 ; and 7) Managerial through Job Satisfaction has a positive and significant influence on Teacher Performance with a t count > t table (3.178 > 1.679) and a path coefficient of 0.153.

불편한 학부모는 어떤 교사를 더 힘들게 할까?

불편한 학부모는 어떤 교사를 더 힘들게 할까?

Pengaruh Lingkungan Kerja, Disiplin Kerja dan Motivasi Kerja Melalui Kompetensi Guru Sebagai Variabel Mediasi Terhadap Kepuasan Kerja Guru pada SMP Pesantren Modern Terpadu Prof. Dr. Hamka II Padang

This study aims to examine and analyze the influence of work environment on competence, work discipline on competence, work motivation on teacher competence, work environment on job satisfaction, work discipline on job satisfaction, work motivation on teacher job satisfaction, work environment through competence as a mediating variable on job satisfaction, work discipline through teacher competence as a mediating variable on teacher job satisfaction, work motivation through competence as a mediating variable on job satisfaction. The population is 60 people and the sample is 60 people. The data analysis method is multiple linear regression analysis. The results of this study are: work environment has a positive but not significant effect on job satisfaction, work discipline has a positive and significant effect on job satisfaction, work motivation has a positive and significant effect on job satisfaction, work environment through teacher competence as a mediating variable has a positive and significant effect on competence job satisfaction, work discipline through teacher competence as a mediating variable has a positive and insignificant effect on job satisfaction, work motivation through teacher competence as a mediating variable has a negative and insignificant effect on job satisfaction.

Transformational leadership practices and its influence on teachers job satisfaction in Addis Ababa government secondary schools

Transformational leadership practices and its influence on teachers job satisfaction in Addis Ababa government secondary schools

Teacher career goals, burnout and teacher job performance in universities: Basis for improved work performance framework

Teacher career goals, burnout and teacher job performance in universities: Basis for improved work performance framework

The Influence of Principal Supervision and Self-Concept to Organizational Commitment through Teacher Job Satisfaction of Senior High School in North Banjarmasin Sub-District

The purpose of this research is to investigate the direct and indirect impacts of principal supervision, self-concept, and job satisfaction on teacher organizational commitment in Senior High Schools in the North Banjarmasin District. This research employs a quantitative approach. The study population included 229 teachers from the North Banjarmasin sub-district, with a sample of 146 individuals chosen using Proportional Random Sampling. Questionnaires were used to collect data, which was then analyzed using descriptive and inferential statistics. According to the findings of this study, the principal supervision, self-concept, job satisfaction, and organizational commitment of teachers were all high. The principal supervision influenced organizational commitment by 0.119, self-concept influenced organizational commitment by 0.164, job satisfaction influenced organizational commitment by 0.706, principal supervision influenced job satisfaction by 0.622, and self-concept influenced job satisfaction by 0.323. Furthermore, it obtained a 0.303 indirect effect of the principal supervision on organizational commitment through job satisfaction and a 0.213 indirect effect of self-concept on organizational commitment through job satisfaction.

Unveiling Excellence: Exploring the Driving Factors Shaping Junior High School Teachers' Performance

The purpose of this research is to determine the influence of compensation, work discipline, and work environment on the job performance of private junior high school teachers in the North Pillau Dullah Subdistrict of Tual City. The population in this study consists of private junior high school teachers in the North Pillau Dullah Subdistrict of Tual City, with a total sample size of 66 individuals. The data collection methods used in this study include questionnaires, interviews, and documentation. The data analysis method employed involves both descriptive analysis and quantitative analysis, specifically multiple linear regression analysis. This method is utilized to measure the impact of Compensation, Work Discipline, and Work Environment on the job performance of private junior high school teachers in the North Pillau Dullah Subdistrict of Tual City. Based on the F-test results, the independent variables (compensation, motivation, and work discipline) collectively exhibit a positive and significant influence on the dependent variable (teacher job performance). The correlation coefficient testing reveals a high level of correlation or relationship between compensation, motivation, and work discipline with teacher job performance, amounting to 72.1%. Additionally, motivation stands out as the most dominant factor influencing the job performance of private junior high school teachers in the North Pillau Dullah Subdistrict of Tual City.

원장의 진성리더십이 유아교사의 놀이교수효능감에 미치는 영향

Objectives This study aimed to investigate the mediating effect of early childhood teacher job crafting in the director's authentic leadership influence on early childhood teacher's play teaching efficacy. Methods To this end, an online survey was conducted among 324 early childhood teachers from kindergartens and daycare centers located in Seoul and Gyeonggi-do. In addition, descriptive statistics, frequency analysis, reliability analysis, correlation analysis, regression analysis, and Sobel Test were conducted to analyze the collected data. Results The results of this study are as follows. First, a higher director's authentic leadership was shown to be correlated with increased early childhood teacher's play teaching efficacy and job crafting. Moreover, the play teaching efficacy increased with the early childhood teacher's job crafting. In other words, it was shown that the director's authentic leadership and the early childhood teachers' job crafting and play teaching efficacy had a meaningful correlation. Second, it was demonstrated that early childhood teachers' play teaching efficacy had been positively affected by the director's authentic leadership. Conclusions Furthermore, early childhood teachers' job crafting was found to have a mediating effect that increases the static influence on play teaching efficacy. Therefore, it can be stated that job crafting acts as a variable that can improve play teaching efficacy in the procedure where director authentic leadership impacts early childhood teachers' play teaching efficacy. These findings indicate that in order to improve early childhood teachers' play teaching efficacy, directors and teachers need to collaborate together and make an effort to increase early childhood teachers' job crafting as well as directors' authentic leadership.

Relationship Among Teachers’ Occupational Interests, Job Satisfaction and Performance in Government Secondary Schools in North Central Nigeria

This study investigated the relationship among teachers’ occupational interests, job satisfaction and performance in government secondary schools in North-Central Nigeria. The study adopted descriptive survey design using teachers in government secondary schools in the North-Central Geopolitical zone of Nigeria. A sample size of 384 teachers comprising 153 males and 231 females participated in the study through stratified random sampling procedure. Three instruments were used for the study – Vocational Interests Inventory (VII) Job Satisfaction Inventory for Teachers (JOSIT) and Teachers Job Performance Inventory (TEJOPI). The reliability of the instruments was determined through test re-test method using Pearson Product Moment Correlation Coefficient which yielded reliability indices of 0.92, 0.84 and 0.81 for VII, JOSIT and TEJOPI respectively. One research question and three hypotheses guided the conduct of the study. Data generated was analyzed using mean scores and standard deviation for the research question. Analysis of variance (ANOVA) was used for hypotheses one and two while Pearson Product Moment Correlation Coefficient was used to test hypothesis three. The findings revealed that teachers in government secondary schools in North-Central Nigeria were dissatisfied with their jobs as reflected in the sectional mean of 2.712. The findings further revealed that a significant relationship existed between occupational interests and job satisfaction but not with job performance. The findings further indicated that there was no significant relationship between jobs satisfaction and Job performance. The researcher recommended among other measures, that government as the major employer of labour should ensure periodic improvements in the working conditions of teachers to enhance their job satisfaction and boost productivity.

Contribution of Incentives and School Climate to Teacher's Job Satisfaction Senior High School

Based on the pre-survey results, it is illustrated that the job satisfaction of Kampar Regency Senior High School teachers is still low. It was assumed that it dealt with two issues including unfulfilled incentives and unconducive school climate. Thus, it is required to conduct research to test the truth. This study aims to reveal the contribution of incentives and school climate to the job satisfaction of teachers at Kampar Regency High School. The hypotheses put forward in this study are: (1) incentives contribute to teachers' job satisfaction, (2) school climate contributes to teacher' job satisfaction, (3) incentives and school climate contribute to teachers' job satisfaction. The population in this study were 687 teachers with PNS status at Kampar Regency State High School. The samples were chosen through two different techniques, the first technique was cluster random sampling based on the distance from the school to the city center, and it was obtained 6 schools with 205 teachers. The second was stratified proportional random sampling based on strata, and it was obtained 27 teachers as the sample. The research instrument used is the assessment scale and the Likert Scale Questionnaire model which has been tested for its validity and reliability. The research data were analyzed using correlation and regression techniques. The research finding show 3 main points: (1) incentives contribute to teachers' job satisfaction by 51.6%, (2) school climate contributes to teachers' job satisfaction by 22.4%, (3) incentives and school climate jointly contribute to teachers' job satisfaction of 70.9%. The achievement level of the teachers' job satisfaction score is 83.95% which is considered as satisfied category, and for incentives 83.44% is in the good category while for the school climate 84.10 from the ideal score is in the conducive category. To conclude, the findings imply that incentives and school climate are two factors that can increase teachers' job satisfaction, apart from other factors.

Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

AbstractWe examined the association between regular teachers' distress tolerance (tolerance of frustration, ambiguity and discomfort) and their willingness to include children with special educational needs (SENs) in their classes, as well as the mediating function of teacher job satisfaction. We sampled 502 teachers in Anambra State, Nigeria. Our findings revealed that while teachers' tolerance of frustration had significant positive effects on job satisfaction and inclusive education willingness for children with SENs, tolerance of ambiguity did not. Tolerance of emotional discomfort was significantly related to inclusive willingness of teachers. Furthermore, teacher job satisfaction mediated the relationship between tolerance of frustration and their inclusive education willingness but could not mediate that between tolerance of ambiguity and willingness to include SENs. We concluded that tolerance of frustration and discomfort can positively impact teachers' willing efforts for inclusion, highlighting the need to foster the emotional capacity of teachers, and provide supportive structures to enhance teachers' job satisfaction.

Factors Affecting Hospitality Teachers Job Satisfaction in Case of North India

This study aims to investigate the factors influencing job satisfaction among teachers working in hospitality institutions in North India. A total of 300 participants voluntarily took part in the research and completed a carefully designed questionnaire. The questionnaire included both multiple-choice and Likert scale items to assess the participants' perceptions of work satisfaction. The survey results indicated that factors such as salary, opportunities for professional growth, and management support were crucial in determining job satisfaction. The findings emphasize the importance of addressing these factors to improve the overall job satisfaction of teachers in hospitality institutions in North India. The research outcomes can provide valuable insights for the development of strategies and interventions aimed at enhancing job satisfaction among educators in the hospitality education sector across the region.