Work Satisfaction Of Teachers Research Articles

The Relationship Between the Transformational Leadership Style of School Principals, Assertive Communication, and Working Climate on Job Satisfaction of Private Elementary School Teachers in North Banjarbaru District

This study aims to analyze the relationship between the school principal's transformational leadership style, assertive communication and work climate on private elementary school teacher's work satisfaction in banjarbaru utara district. This research is a correlational study with path analysis. The population of this study were all teachers of private elementary schools in North Banjarbaru sub-district, totaling 123 people with a sample of 96 people taken by proportional random sampling technique. Data were collected through questionnaires and documentation and then analyzed using SPSS 15 statistical version. Meanwhile, data analysis techniques used statistical tests of path analysis and multiple linear regression. Hypothesis testing was carried out at a significance level of 0.05. The results showed: 1) The principal's transformational leadership style, assertive communication, work climate and teacher job satisfaction were in the high category. 2) There is a positive and significant relationship between the principal's transformational leadership style and teacher job satisfaction of 0.212. 3) There is a positive and significant relationship between assertive communication and teacher job satisfaction of 0.307. 4) There is a positive and significant relationship between the principal's transformational leadership style and the work climate of 0.325. 5) There is a positive and significant relationship between assertive communication and work climate of 0.641. 6) There is a positive and significant relationship between work climate and teacher job satisfaction of 0.460. 7) The relationship between the principal's transformational leadership style indirectly through the work climate on teacher job satisfaction is 0.362. 8) The relationship between assertive communication indirectly through the work climate on teacher job satisfaction is 0.602. Based on the conclusions above, the implications of the research results are that teacher job satisfaction can be increased through the principal's transformational leadership style, assertive communication and work climate.

The Influence of Leadership and Work Discipline on Teacher’s Job Satisfaction

The purpose of this study was to provide a description of the impact of leadership and work discipline on teacher’s job satisfaction at SMA PGRI 2 Palembang. A quantitative technique was used in the research. According to the findings of the study, partial leadership has a favorable and substantial impact on teacher work satisfaction at SMA PGRI 2 Palembang. Similarly, it is suggested that there is a favorable and significant impact of partial assessment of work discipline on teacher’s job satisfaction. The examination of leadership and work discipline at the same time has a good and significant influence on teacher’s job satisfaction.

Leadership Behavior and Education Supervision Behavior of the Elementary School Principals in Jember Regency and their Effects on the Elemetary Teachers' Professional Attitude, Teacher Work Motivation and Teacher Work Satisfaction

Leadership Behavior and Education Supervision Behavior of the Elementary School Principals in Jember Regency and their Effects on the Elemetary Teachers' Professional Attitude, Teacher Work Motivation and Teacher Work Satisfaction

The Effect of School Organizational Support on Job Satisfaction of Primary and Secondary School Teachers: The Mediating Role of Teachers’ Engagement in Educational Research

The topic of teacher work satisfaction has long been a focus of educational study. This study examined the impact of school organizational support on teacher job satisfaction as mediated by teachers’ engagement in educational research, utilizing the findings of a survey on the academic quality of basic education students in Jiangsu Province in 2020 and analyzing the data of 21,154 primary and 16,585 secondary school teachers. In this work, the structural equation model is utilized. Significant favorable relationships are shown between school organization support, teachers’ participation in educational research, and teachers’ work happiness. The engagement of teachers in educational research somewhat mediates the relationship between school organization support and teacher job happiness. School organization support positively predicts teacher job satisfaction. The impact of school organization support on teachers’ participation in educational research and job satisfaction is greater at the primary level than at the junior secondary level.

Assessing job satisfaction and emotional intelligence in public school teachers

Education is a profession that has been particularly prone to teacher turnover. Educators in today's educational system face a slew of unreasonable demands and expectations, including increasing responsibility, a lack of funding, parental disengagement, a lack of positive student attitudes, a low regard for their profession, and meagre compensation. Many instructors are dissatisfied with their jobs as a result of the pressures they are under. 50 percent of new instructors quit during the first five years, according to Colbert and Wolff (1992). Emotional intelligence, according to Daniel Goleman's latest writings (1995, 1998), is a predictor of success and contentment in the workplace. Emotional intelligence and teacher work satisfaction have not been studied to date. This study invited instructors to take Baron EQ-i Self Report Scale, Job Descriptive Index (JDI) in order to examine this phenomenon in the context of teachers. The questionnaires were sent out to 101 teachers, and a total of 101 responses were received. Emotional intelligence plays a factor in teachers' self-reported job satisfaction, according to data analysis. did confirm linked to job satisfaction and the number of years of teaching experience. There are several ideas for future research that are brought forward.

Perceived Servant Leadership Style of Principals Correlates with Job Satisfaction of Secondary School Teachers in Pakistan

Servant leadership is a type of leadership that encourages people to work together. A leader intends to help the institution’s personnel favorably. The school leader interacts with teachers and administrative staff as a collegial friend rather than a boss and tries to make things as easy as possible for them. The major goal of this study was to see if there was a correlation between servant leadership and job satisfaction among secondary school teachers in Pakistani settings. The study’s participants were male and female public sector secondary school teachers from the districts of Lahore and Kasur, of Punjab province, Pakistan. The sample was chosen using a stratified random sampling technique. A total of 510 teachers participated in the study as a sample. In this study, adapted questionnaires with responses measured on a five-point Likert type scale was used. Both variables, perceived servant leadership style of principals and work satisfaction of teachers showed a strong association. Further sub-factors correlations showed significant results. It is proposed that school principals adopt servant leadership style as it would be more beneficial for them to ease and comfort the school employees that might improve the institutional performance.

Instructional Supervision and Engagement in Improving Work Satisfaction and Performance in a Distance Learning Environment

This study aimed to identify the instructional supervision and engagement of school executives that improves work satisfaction and performance of elementary teachers in a distance learning environment. It was participated by one hundred thirty (130) elementary teaching personnel of Dolores District, Division of Quezon in the school year 2020- 2021. Using a descriptive method of research, the relationship among the input and output variables was assessed from a group or population, accuracy and reliability develop into imperative result. Findings revealed that between instructional supervision: direct assistance, group collaboration, human resource management, curriculum enhancement and learning opportunities and its relation to work satisfaction of teacher’s sub-variables are directly related in commitment, responsibility, achievement, recognition, and advancement and growth. Instructional supervision to teacher’s performance has a very good performance to content, knowledge, and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and professional growth and professional development. Furthermore, instructional engagement in the work satisfaction and performance of teacher’s sub-variables are directly related to work satisfaction and performance of teachers. This implies that the school executives of Dolores District have a good performance in their instructional supervision and engagement, thus, it helped to improve teacher’s work satisfaction and performance.

The effect of teacher competence and motivation on performance through work satisfaction of teachers at Junior High School 7 Jakarta

This study aims to analyze the effect of competence and motivation on job satisfaction, analyze the impact of competence and motivation on performance, analyze the effect of job satisfaction on performance, analyze the impact of competency on performance through job satisfaction and analyze the impact of motivation on performance through job satisfaction on teachers in State Junior High Schools 7 Jakarta. In research using a research design, the causality research design between variables and the research method also illustrates the relationship or influence between variables. Data collection techniques use two types of data collection, namely secondary data and primary data. The analysis technique used in this study uses Path Analysis. The results showed that the influence of competence and motivation on performance through satisfaction could not be intervening variables. The calculation results obtained indicate that each exogenous variable's direct effect is greater than the indirect effect on performance. These results suggest that satisfaction cannot play an intervening variable between competence and motivation on teachers' performance at Junior High School 7 Jakarta.

The effect of teacher competence and motivation on performance through work satisfaction of teachers at Junior High School 7 Jakarta

The effect of teacher competence and motivation on performance through work satisfaction of teachers at Junior High School 7 Jakarta

Affecting Factors Teacher Work Satisfaction

Abstract.
 
 This study aims to determine the factors that effect teacher job satisfaction. In obtaining the data, a quantitsative approach is used with an explanatory coreeelational design because it aims to describe and measure the degree of relationship between variables in causal modeling using part analysis. The results showed that:First, leadership has a direct effect on teacher job satisfaction with a path coefficient of 0.173. Second, self esteem has a direct effect on teacher job satisfaction with a path coefficient of 0.173.

School Climate Contribution as an Intermediary Variable to Teacher’s Work Through Work Motivation and Satisfaction

A teacher has a crucial role in creating a high-quality education in the world. This research aims to find out the school climate contribution to the teacher's performance through work motivation and satisfaction as the intermediate variable. The study focus was on the national junior high school of Tabalong district model, South Kalimantan. There are 132 teachers used as a sample from a population of 199 teachers. The result is analyzed and grouped into four questionnaires. The result showed that: (1) The school climate is a major contributing factor to the teacher's work motivation; (2) The teachers work contribution is a great contributor to the performance; (3) The satisfaction of the teacher is a significant factor in the gift to work performance; (4) The school climate is an intermediate variable to a teacher work contribution and (5) The contribution of the school climate is an intermediate variable of teacher work satisfaction.

Pengaruh Gaya Kepemimpinan Kepala Sekolah dan Motivasi Kerja terhadap Kepuasan Kerja Guru pada Sekolah Dasar Negeri 112/1 Perumnas Kecamatan Muara Bulian Kabupaten Batang Hari

The tiitle of this research is The Influence of Head School Leadership And Work Motivation On Teacher Work Satisfaction In Public Elementary School 112/1 Perumnas Sub-district of Muara Bulian, Batang Hari Regency. Testing is done using multiple linear regression analysis. Hypothesis testing is done by using t test and F test. The magnitude of the effect is known through testing the Path analysis. Based on the discussion it can be concluded that the effect of Leadership (X1) and Motivation (X2) together on Job Satisfaction (Y) is 53.547%. In the t test, the effect of Leadership (X1) and Motivation (X2) has a partial effect on Job Satisfaction (Y). in the F test, Leadership (X1) and Motivation (X2) has a simultaneous influence on Job Satisfaction (Y).

The Influence of Emotional Intelligence and School Environment on Teacher Job Satisfaction at SMKN (State Vocational Schools) in Sub Rayon I at Sambas Regency

Job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. Theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. The problems in this study are as follows: 1) Is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in State Vocational Schools in Sub District I Sambas Regency? 2) Is there any influence of the school environment on the job satisfaction of teachers of State Vocational Schools in Sambas Sub-District I? 3) Is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of State Vocational Schools in Sub District I Sambas Regency? The purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of Sub District I Sub District of Sambas Regency. This study uses a quantitative approach. The population in this study amounted to 89 teachers. While the sample used was 73 teachers. Data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. The results of the study were: 1) the influence of the principal's emotional intelligence (X1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (X2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (X1) and school environment (X2) together on teacher job satisfaction (Y) of 0.311 or 31%. The conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers Negeri Sub Rayon I Sambas Regency. The recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more.<span style="font-size: 10.0pt; font-family: 'Times New Roman',serif; mso-fareast-font-family: SimSun; mso-ansi-language: EN-AU; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;" lang="EN-AU">Job satisfaction in this study is the feelings and reactions of individuals who appear in the form of a positive attitude towards their work. Theoretically, the emotional intelligence of the principal and the school environment will affect teacher job satisfaction. The problems in this study are as follows: 1) Is there an influence of the principal's emotional intelligence on the job satisfaction of teachers in State Vocational Schools in Sub District I Sambas Regency? 2) Is there any influence of the school environment on the job satisfaction of teachers of State Vocational Schools in Sambas Sub-District I? 3) Is there an influence between the principal's emotional intelligence and the school environment together on the job satisfaction of teachers of State Vocational Schools in Sub District I Sambas Regency? The purpose of this study was to reveal the influence of the principal's emotional intelligence on teacher job satisfaction, school environment on the work satisfaction of teachers and emotional and emotional intelligence and school environment together on the job satisfaction of teachers of Sub District I Sub District of Sambas Regency. This study uses a quantitative approach. The population in this study amounted to 89 teachers. While the sample used was 73 teachers. Data collection instruments in the form of questionnaires and data analysis using descriptive statistics and inferential statistics. The results of the study were: 1) the influence of the principal's emotional intelligence (X1) on teacher job satisfaction by 0.301 or 30%, 2) the influence of the school environment (X2) on teacher job satisfaction (β1) by 0.06 or 6%, 3) the influence of the principal's emotional intelligence (X1) and school environment (X2) together on teacher job satisfaction (Y) of 0.311 or 31%. The conclusion of this study: 1) emotional intelligence has a significant effect on teacher job satisfaction, 2) the school environment has a significant effect on teacher job satisfaction, and 3) the principal's emotional intelligence and school environment together have a significant effect on the job satisfaction of vocational teachers Negeri Sub Rayon I Sambas Regency. The recommendation given from the results of this study is that teachers need to reveal how to increase their job satisfaction so that they love their profession more.</span>

Relationships Between Kindergarten Teachers’ Empowerment, Job Satisfaction, and Organizational Climate: A Chinese Model

ABSTRACT This study investigated the relationships between perceived teacher empowerment, job satisfaction, and organizational climate among 206 randomly sampled kindergarten teachers in Shanghai, China. Chinese versions of the School Participant Empowerment Scale, the Teacher Work Satisfaction Survey, and the Organizational Climate Scale were validated and administered. Statistically significant relationships were found between teacher empowerment, job satisfaction, and organizational climate. The results of structural equation modeling indicated that (1) teacher empowerment and job satisfaction predicted organizational climate, (2) teacher empowerment predicted teacher job satisfaction, and (3) job satisfaction partially mediated the association between teacher empowerment and organizational climate. The results obtained in this Chinese setting were inconsistent with the findings of most Western studies. The theoretical and practical implications of the study are discussed.

Optimalisasi Kepuasan Kerja Guru

ACDP (Analytical and Capacity Development Partnership) data suggests that 10% of teachers did not attend school and 14% of those attending did not attend the class. This number indicates the teacher is not satisfied with their work. Teacher job satisfaction needs to be improved so that education can run better. Teachers who are satisfied at work will feel happy with their work, happy with the work environment and so on. Unsatisfied teachers can cause low performance and even increase the desire to move or stop working. Therefore, efforts need to be made to optimize teacher work satisfaction. Two ways that can be done to improve teacher job satisfaction are by giving appropriate rewards and increasing motivation.

PENGARUH KETERAMPILAN MANAJERIAL DAN KEPEMIMPINAN KEPALA SEKOLAH SEKOLAH TERHADAP KEPUASAN KERJA GURU SMP SWASTA SE-KOTA PEKANBARU

The principal is required to have inner skills. That ability will determine whether or not education succeeds on going learning at school. In addition, the principal should also pay attention to the work satisfaction of teachers in the work environment. The purpose of this research is to know 1) to know the influence of managerial skill to job satisfaction of Private Junior High School teachers in Pekanbaru City, 2) to know the influence of leadership capability of headmaster to job satisfaction of junior high school teacher of Pekanbaru City, 3) to know the effect of managerial training and leadership of the principal together towards the job satisfaction of Private Junior High School teachers in Pekanbaru City. This research is a quantitative research with the determination of respondents apply Solvin formula as many as 93 respondents with subject of Private Junior High School as Pekanbaru City. Data type is primary data and secondary data. Data processing methods with editing, coding, scoring process. Data were analyzed by multiple linear regression. The findings of this study include 1) positive managerial skills to teacher work satisfaction of 0.232 or equivalent to 23.2%; 2) leadership ability of headmaster positively influence to job satisfaction of teacher equal to 0,342 or equal to 34,2%; 3) managerial and leadership skills of principals together have a significant positive effect on the dependent variable of job satisfaction of teachers in private Junior High School Pekanbaru.

PENGARUH SUPERVISI KEPALA SEKOLAH DAN KOMUNIKASI ANTAR PRIBADI TERHADAP KEPUASAN KERJA GURU SD NEGERI SE- KECAMATAN LIMA KAUM

This study aims to determine: (1) principal supervision of teacher work satisfaction; (2) interpersonal communication of teacher work satisfaction; and (3) principal supervision and interpersonal communication of teacher work satisfaction. This research is expost facto that is research which aims to know influence of a variable to other variables. The population of this research is Elementary school teachers in Lima Kaum District as many as 153 people. The sampling using probability sampling technique, so the sample amounted to 60 people. The data collection is questionnaires and documentation. Testing the instrument with validity and reliability test. Data analysis techniques use descriptive statistics and inferential statistics with prerequisite analysis test using normality test, homogeneity test, linearity test, multicollinearity test and autocorrelation test. The hypothesis test using partial test (t test) and simultaneous test (F test). The results are: (1) principal supervision did not affect of teacher job satisfaction; (2) interpersonal communication influenced of teacher work satisfaction; and (3) principal supervision and interpersonal communication (X2) together towards teacher work satisfaction. If the principal supervision is done well and interpersonal communication is done effectively will have a positive effect on the improvement of teacher work satisfaction.

CREATING A POSITIVE WORKING ENVIRONMENT FOR TEACHERS

The purpose of the research paper is to study a positive working environment importance for teachers work satisfaction and the role of principal in improving working conditions. Whereas teacher profession is subject to different changes and reforms it makes the whole profession and teacher well-being an important subject to discuss.The research paper includes analysis of the theoretical material about physical environment as well as psychological (also called microclimate). Empirical part is based on teacher’s survey – 97 teachers from different schools in Riga were involved. The statements of survey have partially adopted from Teaching and Learning International Study TALIS 2013. The main research task is to study how work environment and the impact of principal correlate with teacher work satisfaction.During research scales of teacher work satisfaction, work environment and impact of principal were created. The results of linear regression show that both the work environment and direct impact of principal is important factor which influences as well educational work as work satisfaction. The situation is various in different schools in Riga, so it verifies, that the problematics of positive working environment exists.

INFLUENCE ORGANIZATIONAL COMMITMENT, COMPENSATION AND WORKINGENVIRONMENT IN THE WORKPLACE PERFORMANCE AND PERFORMANCE LECTURER IN PRIVATE UNIVERSITIES SORONG

The purpose of this study are: (1) to test the effect of organizational commitment to job satisfaction of the lecturer in the college town of Sorong; (2) to test the effect of compensation of job satisfaction as a teacher in the college town of Sorong; (3) to test the effect of working conditions on the job satisfaction of the teacher in the college town of Sorong; (4) to test the effect of organizational commitment in college lecturer performance Sorong city; (5) to test the effect of compensation professor performance in Sorong City College; (6) to test the effect of operating conditions on the performance of teachers in colleges in Sorong; (7) to test the effect of job satisfaction on the performance of teachers in the College of Sorong.
 The method used is a method of research survey, a study conducted in populations large and small, but the data examined data and samples from the population, so that the found events relative, distributisi, as well as the relationship between the variables of sociological or psychological.
 The results of this study suggest that the organizational commitment and compensation for the effect on satisfaction with the work of teachers in the college town of Sorong, so Hypothesis 1 (H1) and Hypothesis 2 (H2) can be taken as true. While working environment does not affect the work satisfaction of teachers in the college town of Sorong, so Hypothesis 3 (H3) cannot be accepted as true. Organizational commitment, compensation and working conditions, they also have a significant impact on the performance of teachers in colleges in Sorong, thus hypothesis 4 (the H4), Hypothesis 5 (H5) and Hypothesis 6 (H6) can be taken as true. While the work itself satisfaction is also a significant impact on the performance of teachers in colleges in Sorong, so Hypothesis 7 (H7) can be taken as true.

HUBUNGAN GAYA KEPEMIMPINAN DAN KINERJA DENGAN ETOS KERJA GURU SEKOLAH DASAR DI KOTA PADANG PANJANG

Relations Leadership Style and Performance with the Work Ethic Teachers in Primary School Kota Padangpanjang. The purpose of this research was to reveal how extend the correlations of principal leadership, teachers’ work satisfaction with teachers’ work ethic at elementary schools in Padang Panjang Regency. This research revealed: (1) Style of Principal leadership correlated with teachers’ work ethic significantly. The extended of correlation of teachers work ethic was determined by style of principal leadership as 27,1 %. (2) Teachers work satisfaction correlated with teachers’ work ethic significantly. Teachers’ work ethic was determined by teachers work satisfaction as 26,2 %. (3) The style of principal leadership and teachers work satisfaction (X2) correlated significantly with teachers’ work ethic at elementary schools in Padang Panjang Regency, and the extend teachers’ work ethic was determined by style of principal eldership and teachers’ work satisfaction as 39,5 %. Kata kunci : Gaya kepemimpinan, kepuasan kerja, etos kerja