Teacher Morale Research Articles

Principals' Intellectual Stimulation Strategies and Teachers' Job Satisfaction in Public Secondary Schools in Ilorin East, Nigeria

This study investigates the relationship between principals' intellectual stimulation strategies and teachers' job satisfaction in public secondary schools in Ilorin East, Nigeria. The research addresses three primary questions and one hypothesis regarding the impact of leadership strategies on teacher satisfaction. A total of 323 questionnaires were distributed to teachers but 212 completed responses were suitable for analysis. The findings revealed a significant positive correlation (r = 0.696, p < 0.05) between principals' intellectual stimulation strategies and teachers' job satisfaction. Specifically, strategies such as fostering professional development, encouraging collaboration, and promoting innovative teaching practices were positively associated with higher levels of job satisfaction among teachers. The results underscore the importance of transformational leadership in enhancing teacher morale and engagement. In conclusion, the study highlights that effective intellectual stimulation practices implemented by school principals significantly contribute to improving teachers' job satisfaction. It was recommended that professional development programs should be established to equip principals with the skills necessary to foster such an environment, ultimately benefiting both educators and students in the Nigerian educational landscape.

Pengaruh Fasilitas Pendidikan Terhadap Prestasi Kerja Guru dengan Semangat Kerja Sebagai Variabel Intervening

Sri Saniyah, 2024. The Influence of Educational Facilities on Teacher Work Performance with Teacher Work Morale as an Intervening Variable. Wijaya Putra University Postgraduate Program Surabaya. This type of research is explanatory research, the approach used is a quantitative approach, the research sample is 42 respondents. The analysis tool uses Smart PLS (Partial Least Square). Research objectives: 1) To describe educational facilities, work enthusiasm and teacher work performance at SMP Negeri 1 Torjun, Sampang Regency. 2) To test and analyze whether educational facilities have a significant effect on teacher work performance at SMP Negeri 1 Torjun, Sampang Regency. 3) To test and analyze whether teacher work enthusiasm has a significant effect on the work performance of teachers at SMP Negeri 1 Torjun, Sampang Regency. 4) To test and analyze whether educational facilities have a significant effect on the work spirit of teachers at SMP Negeri 1 Torjun, Sampang Regency. 5) To test and analyze whether educational facilities have a significant indirect effect on the work performance of teachers at SMP Negeri 1 Torjun Sampang Regency with work enthusiasm as an intervening variable. The research results show that: 1) Educational facilities have a significant effect on teacher work performance as evidenced by a p value of 0.039. 2) Educational facilities have a significant effect on work morale as evidenced by the p value of 0.002. 3) Teacher morale has a significant effect on teacher work performance as evidenced by a value of 0.001. 4) Educational facilities on teacher work performance with teacher work enthusiasm as an intervening variable have a significant effect with a p value of 0.040.

School Heads’ Direct Supervision, Attitudes and Practices and Teachers’ Performance during the Post Pandemic Era

This study investigated the impact of school leaders' direct supervision, attitudes, and practices on teachers' performance in the post-pandemic era. This study used a quantitative method with a predictive design involving 350 permanent teachers from SDO San Pablo City's four (4) large public junior high schools for the school year 2022-2023. A survey questionnaire was used to assess the level of direct supervision provided by school heads in terms of lesson planning and delivery; the level of attitudes provided by school heads in terms of motivation, communication, respect, decision-making, and sensitivity; and the level of practices provided by school heads in terms of teachers' support during the transition period; meeting needs; maintaining communication contact and relationship; celebrating success; and maintaining quality. Using the mean and standard deviation, it was discovered that respondents' level of agreement to school heads' direct supervision in all instructional processes is very high; respondents' level of agreement to school heads' attitudes in terms of motivation, communication, and respect is also very high; respondents' level of agreement to school heads' practices in all sub-variables is also very high; and respondents' level of agreement to their performance is also very high. School leaders' direct supervision, attitudes, and practices are significantly related to teachers' performance. Likewise, teachers' performance significantly predicted school heads' practices in maintaining communication contact and relationship, as well as school heads' direct supervision in lesson planning As a result, it may be recommended that school leaders continue to direct the three (3) instructional processes to improve teaching, develop more positive attitudes to boost teacher morale, and maintain school practices, as teachers require more support in this post-pandemic era.

School-Based Management: A Literature Review of Its Implementation and Impact on School Organizational Effectiveness

The purpose of this study is to describe the general patterns underlying the success of school-based management (SBM) implementation, as well as to identify the main challenges that often arise in its implementation. Thus, this study can provide an important contribution in understanding the dynamics of SBM and its implications for efforts to improve the quality of school management and the effectiveness of educational organizations at the local level. This study presents a systematic review of school-based management literature through the collection, documentation, examination, and analysis of research publications. The results of the study show that SBM can improve the effectiveness of school organizations through decentralization of decision making, increased community participation, and increased accountability. However, the success of SBM is greatly influenced by contextual factors, such as resource support, principal managerial competence, and stakeholder involvement. While SBM is able to improve the quality of school management and organizational culture, its impact on student learning outcomes has not been consistent. In addition, the increasing bureaucratic burden and declining teacher morale are challenges that require attention in the implementation of SBM.

Instructional leadership

In this paper, we examined the challenges school leaders faced during and after COVID-19, including maintaining teacher morale and student engagement. Utilizing bibliometric analysis, the study reveals instructional leadership as a crucial factor in addressing psychological issues. The findings demonstrate that shared instructional leadership by principals is essential for effective crisis management. This research highlights the importance of adaptive instructional leadership in navigating uncertainty. By adopting collaborative approaches, school leaders can mitigate the pandemic's psychological impact, foster resilience, and promote a supportive learning environment.

The Potential for Servant Leadership to Raise Teacher Morale in Primary Schools: Perspectives from South Africa

The aim of this study was to investigate whether the enactment of servant leadership could be a prospective strategy to raise teacher morale. First, the factors that cause poor teacher morale were sought. Second, the perspectives of teachers and principals regarding the notion of servant leadership in improving teacher morale were pursued. A generic qualitative approach was employed and data was collected from four principals and eight teachers by means of individual interviews. Insufficient support from principals, lack of involvement of teachers in decision-making, leadership styles of principals, and work-related factors were the main causes of poor teacher morale. Teachers and principals both agreed that servant leadership could contribute to raising teacher morale. The study was conducted when teaching and learning resumed after the Covid-19 lockdown. Therefore, the data collection was limited to one school district and the methodology limited to individual interviews, both online and face-to-face. The study led to the formulation of eight standards that leaders could use in their leadership practice.

Determinants of Indonesian fifth graders' learning motivation: A survey study

Motivation serves as a powerful catalyst for positive change, influencing various aspects of life such as health, employment, and societal well-being, particularly in the context of learning and academic achievement. This study aimed to describe the impact of school environment and teacher morale on the learning motivation of fifth graders in the elementary schools of Buleleng District, Bali, Indonesia. A quantitative research approach using a survey research design was employed to attain this objective. Research data were obtained from a total of 219 fifth graders at the elementary schools in the surveyed area. Obtained data were subjected to a rigorous statistical analysis using simple and multiple linear regression analysis techniques utilizing the SPSS software version 21. The results of the data analysis indicate that both the school environment and teacher morale have a significant and positive impact on the learning motivation of fifth graders in the surveyed elementary schools, whether considered individually or together. These findings underscore the importance of fostering a positive school environment and strong teacher-student relationships to enhance student motivation and academic success. This study contributes to the existing literature by emphasizing the crucial role that teacher-student relationships play in creating a supportive and motivating learning environment. Therefore, strengthening these relationships is essential for improving student motivation and academic performance.

Examining the Trends, Themes and Social Structure of Teacher Leadership Literature: A Bibliometric Review

Over the past decade, teacher leadership has garnered significant attention, playing a pivotal role in educational reform and enhancement. This bibliometric analysis explores teacher leadership research within the Scopus database from 2014 to 2023. The study aims to identify emerging trends, research gaps, and future implications for educational practice. By reviewing diverse studies, it examines the impact of leadership styles on teacher morale, student achievement, and school improvement. Additionally, it investigates educators' roles in fostering positive school climates, driving change, and promoting collaboration within the educational community. The data collection involved retrieving 1048 articles using the keyword "teacher leadership." Tools such as Microsoft Excel for frequency analysis, data visualization, and Harzing's Publish or Perish for citation metrics were employed to analyze the data. This analysis aims to deepen our understanding of the multifaceted dimensions of teacher leadership, providing valuable insights for researchers and practitioners. The study evaluates various bibliometric indicators, including language, subject area, publication trends, contributing countries, influential institutions, active source titles, citation patterns, authorship characteristics, and keyword distributions. The results highlight a significant increase in teacher leadership literature from 2014 to 2023, with the United States leading in contributions, followed by Turkey. In conclusion, this bibliometric analysis offers a comprehensive overview of teacher leadership research over the past decade. The identified trends and research gaps provide valuable insights for researchers, educators, and policymakers, supporting the advancement of teacher leadership as a critical tool for enhancing educational outcomes and professional development in the 21st century.

Impact of the Elementary School Heads Leadership Behavior on the Teacher’s Morale in School Districts of Pilar

The study focused on elementary school heads' leadership behaviors and their impact on teacher morale in Pilar's school districts, aiming to provide valuable insights into educational leadership dynamics. It outlines the objectives of analyzing leadership behavior, assessing teacher morale, determining impacts, identifying challenges, describing measures, and proposing a leadership model to address these issues comprehensively. The mixed-methods study used surveys and document analysis to examine how leadership behavior influenced teacher morale. Quantitative methods measured the impact on commitment and assessed various attitudes and challenges. Qualitative methods analyzed leadership behaviors reflected in OPCRF and described measures to address challenges. Findings indicate proactive leadership practices, contributing to positive teacher morale, yet challenges such as workload and communication gaps persist, indicating areas for improvement. Measures to address these challenges include embracing technology, fostering collaboration, and enhancing communication channels to create a supportive and conducive work environment. The proposed Adaptive Transformational School Leadership Behavior and Change Model integrates adaptive and transformational leadership theories, offering a holistic framework to address challenges and drive positive change within educational contexts. In conclusion, the study underscores the crucial role of school leadership in shaping teacher morale and organizational dynamics, highlighting the importance of supportive environments, effective communication, and targeted interventions to enhance educational outcomes and foster a conducive learning environment within Pilar's elementary schools.

Development of a training course to enhance the morality and ethics of student teachers at Champasack University, Lao People’s Democratic Republic

The objective of this research was to develop a training course for enhancing morality and ethics of student teachers at the Faculty of Education, Champasack University, Lao PDR. This mixed-method research utilized a three-phase research and development process. Phase 1 involved the analysis of relevant documents and research to obtain basic information for the training course development. Interviews were conducted with nine executives and teachers, and a questionnaire was administered to 369 participants, including executives, teachers, and undergraduate students from four departments. Phase 2 focused on the development of the training course, which was accomplished through the action research of two cycles, targeting 16 third-year student teachers from the four departments. In Phase 3, the quality of the training course was verified through a meeting of seven experts. The findings revealed that during Phase 1, there was a need to develop a training course for morality and ethics enhancement in all aspects: responsibility, volunteering, unity, and discipline with PNImodified of 0.28, 0.27, 0.25, and 0.23 respectively. In Phase 2, 80% of the students passed the predetermined criteria. There was a notable difference in the test results before and after the training, with a statistical significance level of .05. The training content activity received a highest level of satisfaction (X̅ = 4.69, SD = 0.48). For Phase 3, the quality verification process and comprehensive course improvement identified ten components: (1) rationale, (2) principles, (3) goals, (4) objectives, (5) content structure and duration, (6) activities, (7) training methods, (8) media and equipment, (9) measurement and evaluation, and (10) expected outcomes.

The Influence Of Leadership And Financial Compensation On Teacher Spirit Of Pujut 1 Junior High School Central Lombok

This study aims to determine the effect of leadership and financial compensation on teacher morale at SMP Negeri 1 Pujut, Central Lombok Regency. The type of research used in this study is causal associative research using a quantitated . The data collection method used is the census method. The population in this study were all teachers at SMP Negeri 1 Pujut, Central Lombok Regency, totaling 48 people. Data analysis using multiple linear regression analysis. The results of the study show that: 1. Leadership has a positive and significant effect on teacher morale at Pujut 1 Public Middle School, Central Lombok Regency. 2. Financial compensation has a positive and significant effect on teacher morale at Pujut 1 Public Middle School. The leadership coefficient value is greater, indicating that the influence of leadership is stronger on work morale.

Interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance

In the landscape of education, the role of elementary school teachers stands as a cornerstone in shaping the intellectual and emotional development of young minds. Amidst the myriad of factors influencing teaching effectiveness, the interplay between interpersonal self-efficacy, morale, personality traits, and teaching performance emerges as a critical area of inquiry. This study employed descriptive correlational research to determine the level of interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance in the Division of Ozamis City, School Year 2022-2023. Respondents of the study were the public school teachers from District 5 and 6 of Ozamis City Division with a total of 117 teacher respondents. Frequency Count, Percentage, Mean, Weighted Average Mean, Kruskal-Wallis Test, Dunn’s Pairwise Tests, and Spearman rho were the statistical tests. Study revealed that the majority of respondents were female teachers with a range of one to five teaching experience. The teachers demonstrated high levels of interpersonal self-efficacy and morale, indicating their confidence in guiding and inspiring their pupils, as well as their satisfaction with their interactions and contributions to the school and community. While no significant differences were found in self-efficacy, morale, and personality traits based on age, sex, and highest educational attainment. It is worth noting that personality traits had a significant but very low correlation with performance. These findings highlight the importance of cultivating positive teacher attributes and promoting a supportive environment to enhance teacher performance and ultimately improve the quality of education in the region.

Perception of Headteacher's Communication Style and Teachers’ Motivation to Participate in Government Secondary School Activities in Sheema District Uganda

The study investigated the perception of head teachers` communication style and teachers' motivation to participate in secondary school activities in government-aided secondary schools in Sheema District Western Uganda. The study employed a parallel mixed model design for data collection, analysis, and interpretation. Purposive sampling was used to select 10 head teachers from 10 government-aided secondary schools in Sheema District Western Uganda. 186 teachers out of 371 teachers from the 10 schools in Sheema District Western Uganda participated in the study. Simple Random sampling was used to arrive at teachers. There was a significant and positive relationship between the perception of head teachers' communication style and teachers' motivation to participate in school activities (𝑟=0.386, 𝑝<0.01). This relationship was mediated by Perceived Supervisor Support which presented itself as being positively and significantly related to supervisor communication (𝑟=0.399, 𝑝<0.01) as well as to the intrinsically motivating factors (𝑟=0.408, 𝑝<0.01). The perception of the communication style of the head teacher influences the morals and morale of teachers by 15%. Hence there is a need for head teachers to organize and plan concerning why, what, when, where, and whom to communicate (hence the 5Ws communication rule). Therefore, from the study findings, non-monetary forms of motivation are important factors in motivating teachers. This is because 15% of teachers' motivation is contributed by head teachers' communication style; 16% by Perceived Supervisor Support and 20% by Perceived Organization Support. Thus, the study recommended that head teachers should always recognize the strong points by for example saying "thank you" and avoid evaluating and observing the weak points only.

Shaping Teacher Morale: Personal and Institutional Dynamics Influencing Libya’s EFL University Academic Staff

The study explores the factors shaping the morale of university-level EFL teachers in Libya, employing a mixed-methods approach to provide a comprehensive analysis of both personal motivations and external influences. Results indicate that while teachers demonstrate high intrinsic motivation and confidence in their professional abilities, external challenges—such as inadequate compensation, limited institutional support, and low levels of student engagement—significantly erode morale. Teacher-student dynamics emerge as a crucial factor, with teacher morale notably higher when students are engaged and responsive. Based on these findings, the study offers recommendations for policymakers and educational leaders, including the need to improve teacher compensation, strengthen institutional support, expand professional development opportunities, and actively promote student engagement. These targeted interventions are essential not only for sustaining teacher morale but also for enhancing the overall quality of education within Libya’s EFL context.

Exploring the Simultaneous Impact of Parental Support, School Environment, Teacher Morale, and Student Learning Motivation on Student Academic Performance

This study aimed to describe the simultaneous impact of parental support, school environment, teacher morale, and student learning motivation on student academic performance within the context of elementary schools of Buleleng Sub-district, Bali, Indonesia. Employing a quantitative survey research design, data related to parental support, school environment, teacher morale, and student learning motivation were gathered from 199 elementary school students through meticulously designed survey questionnaires. The focus encompassed understanding the simultaneous impact of these four independent variables on student academic performance, evaluated through the analysis of academic transcripts obtained from the surveyed students. The findings reveal a compelling simultaneous positive impact of all the independent variables on student academic performance. Parental support emerged as a pivotal factor, illustrating its significance in fostering a conducive learning environment. The study further highlights the influential role of the school environment in shaping student academic outcomes, emphasizing the importance of a nurturing educational setting. Additionally, the morale of teachers surfaced as a contributing element, demonstrating its correlation with enhanced student performance. Moreover, student learning motivation emerged as a critical determinant, showcasing its direct link to academic achievement. The implications of these findings underscore the need for a holistic approach to education, emphasizing collaboration among parents, teachers, and educational institutions to optimize student learning environments and support mechanisms. The outcomes of this study contribute to the existing body of knowledge, offering a comprehensive understanding of the multifaceted dynamics that impact student academic success.

Implementation of the competency based curriculum in Zimbabwean primary schools: A case of a primary school in Chitungwiza

The purpose of the study was to explore the challenges faced in the implementation of the competence-based curriculum in Chitungwiza district primary schools. One school was used to conduct the study. Purposive sampling was utilised to select 23 research respondents, namely: 14 teachers, 6 parents, and 3 administrators. The study was guided by the constructivism perspective. Case study design was exploited. The questionnaire, interview guide and focus group discussion were used to collect data. Qualitative data asked for were analysed using the thematic data analysis methodology. The study exposed that the successful implementation of the competence-based curriculum (CBC) was hindered by lack of both material and human resources. Low teacher morale was cited as a recurrent barrier to effective curriculum implementation. It was established that most teachers lacked the basal CBC implementation skills, competencies, and knowledge, as most of them were trained well before the introduction of the new curriculum. Overarching recommendations were that proper planning should be done before the implementation of any transformative curriculum programme. The central government and its partners should avail the requisite financial, material, infrastructural and human resources prior to the envisaged curriculum implementation. Teachers, on one hand, should be positively incentivised as paramount CBC actors. Their seamless morale boost should never be overemphasised if desired curricula goals are to be achieved.

Effect of principal’s feedback on online teaching during COVID-19 pandemic

The main purpose of the study was to explore the effect of principal’s feedback on Online Teaching during Covid - 19 Pandemic. Objectives of the study were to study the effect of Principal’s feedback on Teaching effectiveness of Primary and Secondary school teachers by considering (1) preteaching effectiveness, (2) Teacher morale & (3) Job satisfaction as covariate. Null hypotheses were formulated for testing. The Nonequivalent control group design given by Stanley and Campbell (1963) was used for this experimental study. Purposive sampling technique was used due to the pandemic year. There were 65 primary and Secondary school teachers and 4 Principals out of which 34 teachers were randomly assigned in the treatment group and 31 teachers were randomly treated in the Control group. Data were collected by standardized scales and questionnaire. The one way Analysis of Covariance was used for data analysis purpose. It was revealed in the study that the Principal’s feedback provided to the school teachers was effective on increasing Teaching effectiveness. The study included the implications for the Students, teachers, School Principals and the School Managements.

Increasing Minimum Teacher Salaries: Opportunities and Drawbacks Across Geography and Race

Following record-high public support for improved teacher salaries, many states initiated a variety of pandemic-era reforms to teacher compensation policies to improve teacher morale and retention. In this article, we examine a minimum teacher salary reform in Missouri, a state home to a diverse geographic landscape including major metropolitan areas and large rural regions. On the one hand, we estimate eligible teachers would receive sizable salary increases averaging almost eight percent. Conversely, these teachers were located almost exclusively in the state's rural areas, effectively excluding most urban teachers and students and, due to the state's non-white ethnoracial concentration in urban metropolitan areas, virtually all of the state's non-White teachers and students. As states craft policy reforms to support their teacher workforces, attention must be devoted to the magnitude and the distribution of funding to ensure its equitable allocation across teacher and student characteristics and district urbanicity.

Overworked & underappreciated: How uncertainty, long hours, & partisan politics undermined teachers’ morale throughout the COVID-19 pandemic

Five waves of interviews with teachers' union leaders in diverse settings indicate that fears about health and safety, alongside uncertainty, strained teachers’ relationships with administrators and community early in the pandemic. Over time, an unrelenting workload, constantly shifting demands, and partisan political attacks on teachers and schools dampened morale. Pandemic stressors layered on top of preexisting stressors to undermine teacher morale in a way that appears lasting; efforts to improve morale should be multidimensional, addressing working conditions but also public regard.

A Framework of Teacher Satisfaction in UAE Primary Schools

Schools face a lot of challenges related to the teaching staff. School principals who possess the traits of transformational leadership can change the behavior of teachers and inspire them to be productive and highly motivated in their work. Thus, the aim of this study is to develop a framework linking transformational leadership with teacher motivation and teacher satisfaction in Abu Dhabi primary schools. To validate this framework, quantitative methods based on SEM for conducting data analysis. Self-administrated questionnaire is data instrument. The data collection has been conducted on a sample of 450 teachers. Simple random sampling technique has been applied in the survey procedure. The findings reveal that modeling transformational leadership with teacher satisfaction through the mediating influence of teacher motivation is theoretically developed and empirically validated according to the result of fit-indices, specifically RMSEA = 0.042, CFI = 0.942, and TLI = 0.938. This result indicates that adopting transformational leadership style in schools provide clear vision of the teachers which influence them and raise their satisfaction, those teachers have the ability to foster a sense of direction and purpose among the teachers. They establish a collaborative and inclusive culture which motivate the teachers through inspirational motivation, intellectual stimulation, individualized consideration, idealized influence. This not only boosts teacher morale but also promotes a sense of ownership and commitment to the school's vision and mission.