Teacher Job Research Articles

Comparative analysis of collaborative impacts on teacher job satisfaction: A cross-cultural study between the United States and China

Comparative analysis of collaborative impacts on teacher job satisfaction: A cross-cultural study between the United States and China

Self-innovativeness within school context: multilevel study of the relations between teacher job crafting and innovative behaviour

ABSTRACT Innovativeness is one of the crucial teacher professional competencies that can be enhanced top-down or bottom-up. This study aimed to examine the multilevel relations between teacher job crafting and innovative behaviour. Data collected from 429 teachers from 47 Serbian schools were analysed using multilevel modelling techniques. The results revealed that several dimensions of teacher job crafting positively predict teacher innovative behaviour within the school. Furthermore, school means ratings of two dimensions of teachers’ job crafting, namely increasing structural and social job resources, had positive between-school effects on innovative behaviour. According to the obtained findings, school leaders should support teacher job crafting to enhance the whole process of innovative teacher behaviour. Nevertheless, research that considers the temporal dynamics of teacher job crafting and innovative behaviour is needed to expand the results of this study.

Analysis of drug intervention promoting hippocampal nerve improvement and medical teacher job burnout based on medical thermal modeling and radiation image testing

Analysis of drug intervention promoting hippocampal nerve improvement and medical teacher job burnout based on medical thermal modeling and radiation image testing

Pengaruh Supervisi Kepala Sekolah dan Musyawarah Guru Mata Pelajaran (MGMP) Terhadap Kepuasan Kerja Guru di Mts Darunnajah Jakarta

Teacher job satisfaction is one of the factors that must be considered, if teachers feel satisfied at work, it will create an atmosphere full of togetherness, have the same responsibilities, a good communication climate, and also high morale so that school goals can be achieved optimally. But on the other hand, if teachers do not feel satisfied, it will create an atmosphere that is rigid, boring, and low team spirit. The method used in this research is a survey method with a quantitative approach and data collection techniques using a questionnaire or questionnaire distributed to 66 teachers at MTs Darunnajah Jakarta as a sample of this study. From the results of research and calculations, it can be seen that there is a significant influence between principal supervision (X1) on teacher job satisfaction (Y) with a contribution between variables X1 to Y of 59.2%. The influence between subject teacher deliberations (X2) on teacher job satisfaction (Y) amounted to 62.5%. Based on the results of the coefficients of determination X1 and X2 on Y, it is simultaneously obtained at 0,752. This means that there is an influence between X1 and X2 to Y by 75.2% of the regression equation Ý = R2 × 100% or 0.752 × 100% = 75,2% while the remaining 24.8% is influenced by other factors

The Influence of Principal Leadership, Decision Making Communication Systems and Work Motivation on Teacher Job Satisfaction at UPT SPF SDN Tamamaung 1 Makassar

This research aims to analyze and examine 1) Principal Leadership, Decision Making Communication Systems and Work Motivation simultaneously influence teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. 2) The leadership of the principal partially influences teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. 3) The communication system influences teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. 4) Decision making influences teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. 5) Work Motivation influences teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. This type of research is quantitative research. The population of this study were all class V teachers at UPT SPF SDN Tamamaung 1 Makassar with a total of 17 people, the sample taken was the entire population. The data collection technique uses research questionnaires and documentation, while the data analysis technique uses descriptive analysis and t test. The results of the research show that 1) Principal Leadership, Decision Making Communication Systems and Work Motivation simultaneously influence teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. research findings show that there is a direct influence of Fcount Ftable (37.063 3.09), so Ha is accepted and H0 is rejected, meaning that there is a significant influence simultaneously between the variables Principal Leadership (X1), Communication System (X2), Decision Making (X3) and Teacher Work Motivation (X4) on teacher job satisfaction at UPT SPF SDN Tamamaung 1, 2) Principal leadership partially influences teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. obtained tcount ttable, namely 4.3051.660 and sig 0.000.05. It can be explained that there is a direct influence of the Principal's Leadership on the Job Satisfaction of teachers at UPT SPF SDN Tamamaung 1, 3) The Communication System influences teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. obtained tcountttable, namely 4.9581.660 and sig 0.0000.05. It can be explained that there is an influence of the Communication system on teacher job satisfaction at UPT SPF SDN Tamamaung 1, 4) Decision making influences teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. obtained tcountttable, namely 4.0441.660 and sig 0.0000.05. It can be explained that there is a direct influence on decision making on teacher job satisfaction at UPT SPF SDN Tamamaung 1, 5) Work Motivation influences teacher job satisfaction at UPT SPF SDN Tamamaung 1 Makassar. obtained tcount ttable, namely 4.2031.660 and sig 0.0000.05. It can be explained that there is a direct influence. Work motivation has a direct influence on the job satisfaction of teachers at UPT SPF SDN Tamamaung 1.

School resources, workload and teacher job stress: a moderation model of gender

Abstract One of the goals of the Malaysian Ministry of Education is to provide human resources to meet the needs of the country's progress in the future. Today's teachers are overburdened with tasks unrelated to teaching and learning, such as co-curricular activities, attending meetings, handling student programs, and managing tasks. The pressure faced affects the teacher's emotions and leads to job stress. Therefore, this study examined the moderator influence of gender on the relationship between school resources and workload on teachers' job stress. The study used a cross-sectional survey, and the data were collected from 109 teachers in Petaling Perdana. The study revealed significant relationships between workload, school resources, and job stress. The hierarchical regression results revealed that gender moderates the proposed relationships. Support strategies can be used as one way to overcome the emotional stress of teachers in schools. Keywords: workload, resources, job stress, teacher, school Abstrak Salah satu matlamat Kementerian Pendidikan Malaysia adalah untuk menyediakan sumber manusia bagi memenuhi keperluan kemajuan negara pada masa hadapan. Guru masa kini terlalu dibebani dengan tugas yang tidak berkaitan dengan pengajaran dan pembelajaran, seperti aktiviti kokurikulum, menghadiri mesyuarat, mengendalikan program pelajar, dan mengurus tugas. Tekanan yang dihadapi mempengaruhi emosi guru dan membawa kepada tekanan kerja. Oleh itu, kajian ini mengkaji pengaruh moderator jantina terhadap hubungan antara sumber sekolah dan beban tugas terhadap tekanan kerja guru. Kajian ini menggunakan tinjauan keratan rentas, dan data dikumpul daripada 109 guru di Petaling Perdana. Kajian itu mendedahkan hubungan yang signifikan antara beban kerja, sumber sekolah, dan tekanan kerja. Keputusan regresi hierarki mendedahkan bahawa jantina menyederhanakan perhubungan yang dicadangkan. Strategi sokongan boleh digunakan sebagai salah satu cara untuk mengatasi tekanan emosi guru di sekolah. Kata kunci: beban kerja, sumber, tekanan kerja, guru, sekolah

Five-In-20 Classroom Observation Tool (FCOT): A Reliable Consultation Tool for Observing Classroom Management Practices

ABSTRACT Helping teachers implement effective classroom management practices is crucial to fostering a positive learning environment, student achievement, and teacher job satisfaction. Having a reliable tool can help school-based consultants monitor teachers’ implementation of these strategies and provide coaching when they do not. Therefore, we developed the Five-in-20 Classroom Observation Tool (FCOT) using 21 evidence-based strategies to help consultants guide and support teachers’ classroom management. To study FCOT’s reliability, we asked 44 participants to watch the same 20-min video and complete the FCOT. Their ratings were compared using intraclass correlation coefficient and alpha coefficient. Intraclass correlation coefficient yielded excellent agreement for average measures and moderate agreement for single measures for both strategy endorsement and quality rating. Cronbach’s alpha also suggested strong reliability for strategy and quality. When participant’s ratings were compared to a standard coded FCOT kappa values were substantial for strategy endorsement and moderate for quality rating. Percent agreement for strategy endorsement was acceptable, whereas quality rating was low. We discuss how school-based consultants can use the FCOT to help improve teachers’ classroom management and provide suggestions for further research.

유아교사의 문제행동지도전략에 영향을 미치는 요인: 정서지능, 직무스트레스, 교수창의성의 구조적 관계분석

Objectives This study aims to provide foundational data for enhancing early childhood teachers' problem behavior management strategies by analyzing the mediating effects of teacher job stress and teaching creativity on the relationship between teachers' emotional intelligence and behavior management strategies. Methods A survey was conducted using Google Forms with 678 early childhood teachers from various regions nationwide, including Gyeongnam, Gyeongbuk, Busan, and Gyeonggi. The collected data were analyzed using SPSS for descriptive statistics and correlation analysis, and structural modeling with phantom variables was conducted using AMOS program to analyze the mediating effects. Results The research findings led to the following conclusions. Firtst There were positive correlations between early childhood teachers' emotional intelligence, instructional creativity, and problem behavior guidance strategy variables, and these three variables were negatively correlated with job stress. second, Emotional intelligence of early childhood teachers was found to influence behavior management strategies through the mediation of teacher job stress. Emotional intelligence also influenced behavior management strategies through the mediation of teaching creativity. Finally, In the relationship between emotional intelligence and behavior management strategies of early childhood teachers, it was identified that teacher job stress and teaching creativity had a dual mediating effect. Conclusions To enable early childhood teachers to effectively implement problem behavior management strategies, it is important to enhance emotional intelligence to reduce teacher job stress and increase teaching creativity. Therefore, in the field of early childhood education, further in-depth research and the development of effective educational programs based on validated research outcomes are necessary to better understand the relationship between emotional intelligence of teachers and behavior management strategies.

Teacher Motivation and Teacher Job Performance: The Case of Private Primary Schools in Gasabo District, Rwanda

This study examines the impact of teacher motivation on teacher job performance in private primary schools in Gasabo District, Rwanda. The research is guided by the expected values and principles of self-determination. The objective is to assess the state of teachers' motivation and its relationship to performance. A descriptive survey design was used, targeting 18 head teachers and 115 teachers in 42 schools, resulting in a sample size of 133 respondents selected through stratified sampling. Data collection involved questionnaires, with analysis using descriptive and inferential data presented in tables. The findings also established a clear positive correlation between incentives and job performance, reinforcing the idea that rewards effectively motivate teachers. Analysis revealed that older teachers often performed better, highlighting the value of experience in improving teaching quality. Additionally, adequate salaries were found to boost job performance, stressing the necessity of fair compensation to maintain teacher motivation. Conversely, the study uncovered a concerning trend: bonuses may negatively influence performance under specific circumstances. In summary, this study emphasizes the unique motivational needs of teachers and recommends creating a supportive work culture that recognizes the participation of teachers and empowers them to make decisions to increase motivation and performance in private primary schools.

Does school leadership affect teacher work engagement in Turkish schools? Investigating the mediating effect of teacher job satisfaction: A multilevel structural equation modelling analysis

Emerging research highlights the central role of leadership in the effectiveness of Turkish schools, particularly in influencing teacher engagement, a key factor in achieving better school outcomes. This study investigated how and under what conditions school leadership is beneficial for teachers’ work engagement using data collected from 368 public secondary school teachers in Turkey. A model was developed to explore the direct and indirect relationships among school leadership, teacher job satisfaction, and work engagement, and it was tested at both the teacher and school levels. A multilevel structural equation model analysis was used to test the developed model. The results indicated that school leadership has a significant impact on teachers’ job engagement, regardless of the school where they work. Furthermore, job satisfaction played a mediating role in the relationship between school leadership and work engagement at both levels. The effect of school leadership on teachers’ work engagement at both levels occurs on the condition that job satisfaction acts as a mediator. This result makes a valuable contribution to the existing literature. Based on the results of the study, we also offer some suggestions for policy makers and school leaders to increase teacher work engagement by emphasising teacher job satisfaction.

학교교육 생산성에 미치는 영향요인 분석

The purpose of this study was to empirically analyze factors influencing schooling productivity which means comprehensively by integrating quantitative educational outcome such as academic achievement and qualitative educational outcomes like school satisfaction of students. The subjects of this study were 1,060 students and 205 teachers from 18 general public and private high schools located in Jeollabuk-do. Multiple regression analysis was used by extracting a total of 12 variables predicted as factors affecting schooling productivity. Specifically, there were 4 school variables (number of students per teacher, number of students per class, facility level, administrative support level), and 4 student variables (educational expenditure per student, SES of students, teacher satisfaction of students, and principal satisfaction of students). And there were 4 teacher variables (teacher's educational attainment level, career level, teacher's job satisfaction, and teacher's principal satisfaction). The main findings of this study were as followings; First, the factors that affected academic achievement include the number of students per class, the facility level, the level of administrative support, and educational expenditure per student and the student's SES. Second, the factors that affected student satisfaction with school were the facility level, the student's SES, the student's teacher satisfaction and the student's principal satisfaction. Third, the factors that affected both academic achievement and student satisfaction in school were the facility level and the student's SES. Finally, among the school variables, the number of students per teacher and four teacher variables did not affect schooling productivity. While research on schooling productivity has been mainly focused on academic achievement for more than 50 years since Coleman's report(1966), this study was meaningful in defining schooling productivity to include students' school satisfaction as a qualitative outcome of schooling and academic achievement as a quantitative outcome of schooling, and empirically verifies the influencing factors. The results of this study would provide implications for the future direction of evidence-based education finance policy establishment and education financial investment by empirically analyzing the factors affecting schooling productivity.

Analysis of the Contributing Factors to Teachers’ Job Dissatisfaction in Lesotho Secondary Schools and the Mitigating Strategies

Teachers are expected to influence the development of certain attributes, including courtesy, discipline, accountability, and diligence among learners. These attributes echo the basic premise of the child-friendly school framework (CFS) and the ideology of sustainable learning environments. In order for teachers to contribute towards efficacy in schools and in instructional activities, studies indicate that they should be satisfied. However, it has been revealed that in some Lesotho secondary schools, teachers are not happy with their jobs. The reported teachers’ discontent adversely affects their commitment and enthusiasm. In order to reveal the causes of teacher job dissatisfaction in some Lesotho secondary schools, this study adopted a narrative qualitative approach design. This approach was ideal as it enabled 10 purposively identified teachers in Leribe and Maseru to freely narrate their lived experiences. The Herzberg duality theory (HDT) and the Transformational leadership theory (TLT) were adopted as the philosophical underpinning for this study. The inductive thematic analysis approach was used to analyse the data generated for this study. The findings suggest that teacher job dissatisfaction in some Lesotho secondary schools is caused by factors such as the use of resources for personal gain, lack of maintenance, intolerance, and habitual absenteeism among principals. The findings further suggest that strategies including teacher involvement, impartiality, and external school auditing could reduce teacher job dissatisfaction and instead create the opposite effect.

The Impact of Teacher Training, School Leadership, and Curriculum Innovation on Student Performance and Teacher Job Satisfaction in Secondary Schools

The Impact of Teacher Training, School Leadership, and Curriculum Innovation on Student Performance and Teacher Job Satisfaction in Secondary Schools

Educación Rural entre Montañas: Análisis de una Escuela Multinivel en Tucumán-Argentina

Rural Education is characterized by heterogeneity as regards population, geographic location, and various pedagogical formats. The main purpose of this article is to present an interpretative analysis from a social perspective of "Escuela Multinivel Las Arquitas," located in a remote mountainous area in the province of Tucumán, Argentina. The organizational institutional model to be outlined is: a Multilevel School as an alternative capable of guaranteeing the educational trajectories of students. Moreover, the article addresses the particular configuration the teaching job adopts and the challenges involved in socio-educational inclusion processes in a mountainous environment.

Professional development opportunities and a newly built daycare center: incentives in ECEC teacher job advertisements in Finland

ABSTRACT Attracting and recruiting qualified, high-quality teachers is a global challenge. In Finland, the recruitment of Early Childhood Education and Care (ECEC) teachers has been particularly problematic, especially in the Helsinki metropolitan area. This paper investigates the incentives used in job advertisements to attract ECEC teachers in Finland and the differences in incentives between urban, semi-urban, and rural municipalities. The analysis of 322 ECEC teacher job advertisements revealed that the most frequently highlighted incentives were related to professional development opportunities and physical work environment. Urban municipalities featured more incentives compared to their semi-urban and rural counterparts, reflecting the observation that, unlike many other parts of the world, the teacher recruitment challenge in Finland is most acute in urban areas. This study contributes to the limited research on teacher recruitment and enhances the understanding of incentives used in recruitment beyond financial ones.

Relationship Between School Climate and Teacher Job Satisfaction: A Meta-Analytic Study

It is said that a professional teacher is a teacher who performs well. One indicator of a teacher's good performance is that it can be seen from the high level of job satisfaction of the teacher. It is expected that teachers who have high job satisfaction can increase their professionalism in their work. Several previous studies said a relationship exists between school climate and teacher job satisfaction. Unlike previous research, this study aims to determine the strength of the relationship or the magnitude of the difference between school climate and job satisfaction through a meta-analysis method with ten highly reputable articles. The results show that school climate positively correlates with teacher job satisfaction. The advice is to obtain information about administration and management in developing a school climate. This is because the school climate can facilitate teacher job satisfaction by increasing teacher professionalism in performance to produce quality students following the goals of Indonesian education stated in the curriculum regarding educational goals.

Why Teacher Job Satisfaction Matters: Strengthening Head Teachers’ Transformational Leadership in Sustainable Development Education

Why Teacher Job Satisfaction Matters: Strengthening Head Teachers’ Transformational Leadership in Sustainable Development Education

Exploring Teacher Job Satisfaction in Regular Basic Education: The Case of Peru

Teachers play a pivotal role in shaping the educational journey of children and adolescents. This article endeavours to examine whether teacher satisfaction in Peru has seen consistent improvement over time, influenced by various factors such as salary increments, enhancements in infrastructure and working conditions, as well as changes in teaching and learning methodologies. This inquiry stems from the significant increase in government budget allocation to the education sector since 2000, with a notable 546.2% rise in student expenditure at the secondary level. We proposed as research question: “How has job satisfaction been for regular basic education teachers in Peru?” To address this, a qualitative, descriptive, non-experimental approach was adopted, drawing upon data from the National Institute of Statistics and Informatics (INEI) and the Ministry of Education (MINEDU). We found that despite the increase in factors such as salary, budgetary allocation, and job stability within the public sector, teacher satisfaction has not seen the desired improvement. On the contrary, teachers express a sense of unrecognized contributions by their educational institutions. Received: 20 March 2024 / Accepted: 1 November 2024 / Published: 05 November 2024

THE IMPACT OF AI ON TEACHERS: SUPPORT OR REPLACEMENT?

The article explores the growing role of AI in education, analyzing whether it serves as a supportive tool for teachers or poses a threat to their jobs. AI can automate routine tasks such as grading and administrative work, freeing up teachers’ time for more meaningful activities like personalized student interaction and lesson planning. Additionally, AI-powered tools enhance data-driven teaching, providing teachers with valuable insights to improve student performance and offer individualized support. While AI offers significant advantages, the article emphasizes that it cannot replace the human qualities essential to teaching, such as emotional intelligence, empathy, and creativity. These are areas where AI falls short, making it unlikely to fully replace teachers. Instead, AI allows teachers to evolve their roles from traditional instruction to mentorship and guidance, focusing on fostering critical thinking and creativity in students. However, there are concerns that AI could reduce teaching jobs or fundamentally change the role of educators. Teachers may also resist AI due to fears of job displacement or lack of sufficient training to use these technologies effectively. The article concludes that AI, when used responsibly, acts as a valuable partner rather than a replacement. By taking over repetitive tasks, AI enables teachers to concentrate on more impactful educational activities, ensuring that the human element remains at the heart of learning.

Use of Artificial Intelligence (AI) Technologies in Education According to Primary School Teachers: Opportunities and Challenges

Artificial intelligence (AI), which refers to technologies that mimic human cognition, affects many industries. Education is one of these sectors. Artificial intelligence affects many educational environments, from lectures to homework. In this process, both academic and ethical concerns call into question the future of artificial intelligence. These inquiries are essential as they show that the human factor will continue as an integral part of education. Because AI tools, even when best designed, can only partially replace human interaction or quality teaching. However, they can make the teacher's job easier and contribute to more effective learning. Therefore, teachers' awareness of this technology has become essential. This research aims to determine primary school teachers' opinions about using AI tools in education. The research was conducted using a case study. The participants are 16 primary school teachers determined by the criterion sampling method. Data were collected through a semi-structured interview form and analyzed with content analysis. According to the findings, teachers stated that AI tools may have advantages and disadvantages in educational environments. While teachers are concerned about the adverse effects of artificial intelligence tools on students, they also recognize their cognitive and socio-emotional contributions. Teachers also stated that artificial intelligence can make teachers' jobs easier but can only partially replace them. The results help understand primary school teachers' opinions regarding using artificial intelligence tools in the learning process.