Teacher Satisfaction Research Articles

DEVELOPING A COMPETITIVE REWARD SYSTEM TO ATTRACT QUALIFIED TEACHERS

The quality of education plays an important role in determining educational outcomes, as competent and dedicated educators are able to provide effective teaching, motivate students, and help them reach their full potential. However, in many countries, including Indonesia, there are still challenges in attracting and retaining quality educators. Therefore, it is important for educational institutions to formulate a reward system that is not only financially competitive, but also includes non-financial aspects that can improve the satisfaction and motivation of educators. This study employs a descriptive qualitative approach. Data collection was conducted through a literature review, focusing on relevant written sources such as books, journal articles, research reports, theses, and dissertations. Data analysis was conducted using triangulation to compare and confirm information from various sources, providing a more comprehensive and reliable understanding of the topic being studied. The results show that the development of a competitive reward system is critical to attracting quality educators, who are key to improving the quality of educational education. Education institutions can create an atmosphere that supports the improvement of teaching quality and education as a whole by implementing a balanced reward system and considering feedback from educators.

Human Resource Management Based On Islamic Values At Madrasah Aliyah Nurul Qarnain In Facing The Challenges Of The Digital Era

In order to meet the difficulties of the digital age, this study intends to examine how Islamic educational institutions apply Human Resource management based on Islamic principles.. This study uses a qualitative method with a case study approach on an educational institution that applies Islamic principles in human resource management, such as trust, justice, and excellence. The research results show that the integration of Islamic values in human resource management significantly improves the performance, loyalty, and satisfaction of educators. However, the challenges in digital literacy are still felt by most educators, even though institutions have provided regular technology training. The implementation of a collaborative culture through deliberation has proven effective in enhancing innovation and the involvement of educators in the decision-making process. The use of digital technology tailored to Islamic values, such as sharia-compliant human resource management applications, also strengthens aspects of transparency and justice in institutional management. In conclusion, Human Resource management based on Islamic values, supported by digital technology, is capable of improving performance quality and creating a harmonious work environment that is relevant in addressing the challenges of the digital era.

Influence of Learning Satisfaction and Teaching Willingness on Professional Commitment of Normal University Students

The researcher selected 395 normal students in five universities as the research object. All the five universities selected are old-fashioned normal universities. This study focused on development and changes of normal students' willingness to teach in the process of professional learning in five universities, and discusses the factors that affect normal students' willingness to teach, so as to make them better understand the relationship between professional learning and their professional development from the perspective of normal students, improve their recognition and love for their majors, urge them to study more seriously, enhance normal students' willingness to teach Based from the results of the study.Student instructors were assessed to have an average degree of professional commitment, this may imply many possibilities. Initially, it is possible that their teachers are not providing optimal instruction to their students.The moderate level of professional dedication among student instructors may potentially hinder their prospects of securing employment. Teachers must possess unwavering dedication and profound passion for their profession due to its arduous nature and demanding workload.If student teachers are only moderately satisfied with their learning, it may potentially impact their motivation and involvement.The degree of willingness in instruction among student-teachers is a critical factor in determining the caliber of education and the achievement of students. The levels of satisfaction and willingness of student teachers positively influence the level of commitment of student teachers. Student-teachers who show a commitment to engage in ongoing professional development are more likely to look for chances for growth and progress. Attending workshops, furthering one's education, or interacting with colleagues can all help teachers improve their teaching practices.

Exploring knowledge, perception, and use of surface electromyography in physiotherapy post graduate trainees in Italy: a single center preliminary survey

IntroductionSurface electromyography (sEMG) is a non-invasive technique that records muscle electrical activity using skin-surface electrodes, aiding physiotherapists in assessing and treating muscular and neuromuscular conditions. Despite its potential, sEMG remains underutilized in Italy. This study aims to evaluate Italian physiotherapists’ knowledge and use of sEMG, specifically among those who completed the Master's Degree in Rehabilitation of Musculoskeletal and Rheumatological Disorders at the University of Genoa.MethodsThis cross-sectional study, approved by the University of Genoa's Ethical Committee, utilized an anonymous web survey to gather data from physiotherapy students in the master's program. The survey, developed based on the International Handbook of Survey Methodology, consisted of 12 questions covering demographics, previous sEMG experience, the importance of sEMG in practice and research, and educational satisfaction. Data collection spanned from January to May 2024, with a response rate of 72.7% (93 participants). Descriptive analysis was used to summarize the data.ResultsThe average age of respondents was 26.5 years, with 55.9% being male. Only 3.2% reported using sEMG in their practice. While 46.2% considered sEMG moderately important for practice, 40.9% deemed it extremely important for research. Most participants felt their undergraduate education inadequately prepared them for using sEMG, with 81.7% rating their preparation as insufficient. Although the master's program improved sEMG knowledge, 66.7% indicated no significant proficiency gain.ConclusionItalian physiotherapists view sEMG mainly as a research tool rather than a clinical one. The findings highlight the need for curriculum reforms to enhance both theoretical and practical sEMG education. Simplifying and standardizing sEMG protocols and integrating sEMG training into physiotherapy curricula are essential steps to better prepare clinicians for its clinical application.

Research on doctor-patient communication teaching for oncology residents: a new teaching model.

At present, there is no specific teaching method for doctor-patient communication for oncology residents. This study combined BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) teaching model and SBAR (situation-background-assessment-recommendation) communication model to try a new teaching and assessment model of doctor-patient communication, aiming to explore and improve the teaching method of doctor-patient communication for oncology residents. Ninety residents were randomly divided into two groups: the experimental group (n = 45) was trained with the BOPPPS teaching model combined with the SBAR communication model, the routine teaching method was adopted in the control group (n = 45). Indicators of assessment included doctor-patient communication skills, satisfaction with teaching, and patient satisfaction. The scores for doctor-patient communication ability were significantly better in experimental group than control group (p < 0.05). The degree of satisfaction degree (very satisfied + satisfied) of the experimental group were higher than control group (p < 0.05). The overall teaching satisfaction of the experimental group was 100.00%, the control group was 77.78%, p < 0.001. Patients' satisfaction with the residents in the experimental group (93.3%) was significantly higher than control group (80.0%), p = 0.043. The application of the BOPPPS combined with the SBAR can effectively enhance residents' doctor-patient communication ability and improve teaching satisfaction and patient satisfaction. This new model can effectively improve resident physician‒patient communication ability, which is worth actively promoting in clinical teaching work.

The Role of Distance Learning in Shaping Indonesia Golden Generation: Student Interaction, Engagement, and Satisfaction

This research explores the critical role of student interaction in enhancing engagement and satisfaction in the context of Open and Distance Learning (ODL) at the Open University in Indonesia. Amidst the increasing adoption of digital education platforms, this study examines how dynamic and effective student interactions and engagement influence educational satisfaction outcomes in online environments. Using a quantitative approach, this study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyse responses from 120 students who participated in online tutorial sessions. The findings reveal that student interaction significantly increases student satisfaction and engagement, with engagement serving as a mediating factor that improves the overall educational experience. This study confirms that high-quality interactions are essential for student engagement and satisfaction and emphasises the need for educational platforms that support strong interactive features and prompt instructor feedback. This research contributes to the literature by emphasising the important role of interaction and engagement in ODL settings and suggests practical implications for educational practitioners and policy makers. Enhancing interactive experiences in online learning can facilitate higher levels of student engagement and satisfaction, thereby supporting the formation of a competitive and adaptive golden generation in Indonesia's digital era.

Alexithymia-A Neglected Factor Influencing Educational Satisfaction and Psychological Wellbeing in Medical Students.

Alexithymia presents a reduced ability to identify, express, and describe one's own emotions. In medical professionals, alexithymia is associated with increased burnout and substance use, as well as reduced altruistic behavior. Our aim was to examine the association between alexithymia and different sociodemographic, psychological, and somatic parameters among medical students. Participants included 186 third- and sixth-year students of the Faculty of Medicine in Belgrade, Serbia. Data were collected through an online survey, composed of 1) a general questionnaire (sociodemographic data, education satisfaction, grade point average, presence of psychological and somatic disorders), 2) Twenty-Item Toronto Alexithymia Scale, 3) Patient Health Questionnaire-9, and 4) Beck Anxiety Inventory. Third-year students had significantly higher rates of alexithymia compared with sixth-year students. Negative correlation was found between alexithymia and educational satisfaction (r = -0.276**) and alexithymia and grade point average (r = -0.186*). A positive correlation was found between alexithymia and depression (r = 0.424**) and alexithymia and anxiety (r = 0.338**). The negative impact of alexithymia on educational satisfaction and psychological health is pronounced in the population of medical students, indicating a need for preventive programs aimed in medical schools.

Determining the thermal comfort of naturally ventilated state colleges located in Madhya Pradesh, India

ABSTRACT Through the establishment of optimal thermal conditions, educational institutions can develop an environment favourable to learning, concentration, and academic achievements. Additionally, comfortable temperatures can contribute to the overall well-being and satisfaction of both students and teachers, fostering a positive educational experience. In this study, we aimed to determine the impacts of environmental factors on students’ thermal comfort in three state colleges of Madhya Pradesh. A total of 784 students participated in a questionnaire study conducted during May (Summer season), August (Monsoon season), October (Autumn season), and December (Winter season) of 2023 to assess occupants’ degree of clothing, temperature preference, and metabolic rates. Indoor and outdoor temperatures, relative humidity, and air velocity were measured using an anemometer. Throughout the study period, the thermal comfort range was determined to be between 21.5°C and 28.5°C, with 25°C as the neutral temperature. It has been noted that the clothing pattern varies during the year (0.47-0.85 Clo). Additionally, implementation of the adaptation strategies, such as switching on and off fans or opening windows, helped lessen discomfort in the classroom. The findings indicate that, in contrast to the other seasons, the summers brought exceptionally high levels of heat discomfort to the occupants.

“It’s not like we go and chat just because we see each other’s name on the screen”: online students’ experiences of social and academic community

Online students are becoming an increasingly big part of the student population in higher education. Interaction and collaboration is beneficial for academic performance and well-being, but can be challenging to facilitate in the online context. Through individual in-depth interviews, we have investigated online students’ experiences of academic and social community, as well as the role study flexibility can play in their participation in such communities. The thematic analysis resulted in four themes. Theme 1, Expectations of being self-sufficient, shows that many participants made good use of the flexibility of the studies by being organised and independent. However, the expectation of independence became a potential barrier to participation. Theme 2, Collaboration if valuable and flexible, describes how most participants desired increased collaboration with their peers, given that it was flexible and of academic value. Theme 3, Study groups as important but fragile communities, illustrates study groups as the participants’ primary learning communities, but finds that maintaining them over time could be challenging. Theme 4, Digital distance, depicts many participants’ challenges with connecting digitally with others. We discuss these findings in the light of self-determination theory, showing how flexibility can become both a facilitator and a barrier for basic need satisfaction in online education, and that participation and collaboration seemed to be more closely connected to the need for competence than for relatedness. The main implication of the study is that online studies should strive to create a need-supportive environment that facilitates academic community while acknowledging many online students’ necessity for flexibility.

Effects of a mobile health intervention based on a multitheoretical model of health behavior change on anxiety and depression, fear of cancer progression, and quality of life in patients with differentiated thyroid cancer: A randomized controlled trial

BackgroundDespite the high cure rate of differentiated thyroid cancer (DTC), patients endure side effects from treatment and psychological distress, impacting their quality of life. The potential of mobile health (mHealth) interventions to address these issues remains unexplored. The purpose of this study is to develop an mHealth intervention based on the Multi-Theoretical Model of Health Behavior Change (MTM) and evaluate its impact on reducing anxiety, depression, fear of cancer progression, and enhancing quality of life in DTC patients.MethodsA single-blind, single-center, prospective, randomized controlled trial was conducted. One hundred and eleven consecutive DTC patients from Harbin Medical University’s Fourth Hospital were enrolled from March 2023 to March 2024. Participants were randomized into a control group and an intervention group that received a 3-month mHealth intervention based on MTM theory. Outcomes were assessed using web-based questionnaires at baseline and conclusion.ResultsOne hundred four patients with DTC completed the study, with 7 lost to follow-up (6.3%). The intervention group experienced a significant drop in PHQ-4 scores post-MTM-mHealth intervention (P < .026), with no change in the control group, demonstrating a significant difference. The intervention group also had significantly lower anxiety (P < .015) and depression (P < .032) scores compared to controls. All PHQ-4 scores improved in the intervention group except for “Little interest or pleasure in doing things.” Anxiety levels were significantly lower in the intervention group (P < .026) but remained unchanged in controls. The control group exhibited a significant increase in FCR-4 scores at follow-up, differing from the intervention group (P < 0.001). Quality of life scores did not differ at baseline but saw a significant improvement in the intervention group, while the control group experienced no significant change. The intervention group had higher VAS scores (P < .030) and greater health education satisfaction across all dimensions (P < .019).ConclusionsThe MTM-based mHealth intervention significantly benefits DTC patients by reducing anxiety, fear of cancer recurrence, and improving quality of life, though its effect on depression requires further investigation.Trial registrationChina Clinical Trial Registry ChiCTR2200064321.

Perceived Human Resource Management Practices and Job Satisfaction of Teachers in Government-Aided Secondary Schools in Mbarara City, Uganda

Perceived Human Resource Management Practices and Job Satisfaction of Teachers in Government-Aided Secondary Schools in Mbarara City, Uganda

Comparison of Motivation and Job Satisfaction of Teachers Working in Schools with Low and High International SACERS Scale Scores

In recent years, countries have taken many initiatives to determine the quality of their educational environments and to raise them to a certain level of standard. At the center of this effort to assess and improve quality is the School Age Care Environment Rating Scale International [SACERS]. At its core, SACERS assesses critical aspects of school-age care settings. This study aimed to compare the teaching motivation and job satisfaction levels of teachers working in schools with high and low SACERS scores. A total of 242 teachers from five general schools in Kazakhstan with low SACERS scores and five schools with high SACERS scores participated in the study, which used a causal comparison design. Schools were categorized according to SACERS score. 'Teaching Motivation Scale' and Minnesota Job Satisfaction Scale' were used to collect the data. The analysis revealed that teachers had high levels of job satisfaction and teaching motivation in schools with high SACERS scores.

Evaluation of problem-based learning for pharmacology based on a comprehensive analysis in undergraduate students.

Problem-based learning (PBL) has been widely employed in pharmacology teaching. However, the benefits of PBL for undergraduate students have not been clearly demonstrated. We performed a meta-analysis to compare the effects of PBL and lecture-based learning (LBL) in undergraduate pharmacology education. We systematically searched literature databases for comparative studies related to PBL pedagogy in the undergraduate pharmacology curriculum from the inception of the databases to December 2023. The obtained literature was screened according to the selection criteria, and Review Manager 5.4 was used for the meta-analysis of the included studies. A total of 33 comparative studies involving 4425 undergraduate students were enrolled. The standardized mean differences (95% confidence intervals) of the examination scores and students' self-rated scores on learning interest, comprehension of knowledge and thinking ability between PBL and LBL were calculated to be 2.03 (1.53-2.53), 0.50 (0.26-0.74), 0.69 (0.46-0.92), and 1.65 (1.21-2.09), respectively. The risk ratios of the proportion of satisfaction on improving students' learning interest, comprehension of knowledge, thinking ability, self-study ability, and communication skills were calculated to be 2.08 (1.17-3.71), 1.84 (1.26-2.67), 1.42 (1.19-1.69), 1.44 (1.16-1.79), and 1.66 (1.22-2.27), respectively. The current evidence indicates that PBL is more effective than LBL in improving examination scores and student satisfaction in undergraduate pharmacology education.

Assessing and prioritizing interactive teaching modes based on student satisfaction in higher education: A case study of a freshmen class

Assessing and prioritizing interactive teaching modes based on student satisfaction in higher education: A case study of a freshmen class

Medical students’ knowledge on palliative care – a survey of teaching in Finland

Background Most studies on palliative medicine (PM) undergraduate education have focused on contents and organizational issues but not the outcome. Students’ learning outcomes should be studied to improve teaching in medical schools. Methods A questionnaire about perceived PM education and attitudes on palliative care (PC) was sent to 543 last year students in all five Finnish medical schools in 2018–2019. In total, 175 (32 %) responses were received from four universities. The students evaluated both the quantity and quality of their PM teaching, implementation of European Association for Palliative Care (EAPC) guidelines and their satisfaction to the training. There were two palliative case scenarios, and the students were asked to find the best treatment option. In addition, students´ attitudes towards end-of-life (EOL) care issues were examined. Results In the Finnish universities, PM education was available mainly integrated with oncology, geriatrics, and general medicine. A total of two universities also offered a specific PM course. In average, 50–70% of the EAPC curriculum was covered by lectures, small-group teaching, seminars, and bedside teaching with significant differences between faculties. Only 30–60 % of students were satisfied with the education received. The highest rankings were given in the universities with a special PM course. Students from these universities expressed less anxiety in facing EOL issues. Conclusions In Finland, the coverage of EAPC curriculum is satisfactory, but the PM education is mainly given integrated with other specialties. The dedicated course on PM was associated with increased perceived knowledge and satisfaction of PM education. However, PM training was not associated with students’ attitudes on PC.

E-MANAGEMENT AS A DIGITAL TRANSFORMATION STRATEGY TO IMPROVE PERCEIVED EDUCATION QUALITY AND STUDENT SATISFACTION, EVIDENCE FROM ALGERIA

The wider recognition of the importance of digital transformation and its various applications in institutions has led to its adoption by higher education institutions seeking to improve their education quality and retain their customers. Accordingly, through this study, the researcher aims to investigate the effect of e-management in improving perceived education quality and student satisfaction in Algerian higher education. To achieve this objective, the researcher distributed an online survey to a random sample of 218 international students enrolled in the faculty of sciences and technology at Oran University in Western Algeria. Based on structural equation modelling analysis using Amos Program (v24.0.0), the results showed that e-management positively and significantly affects perceived education quality. Likewise, e-management also has a positive and significant effect on student satisfaction. Moreover, the results revealed that perceived education quality has a positive and significant effect on student satisfaction in Algeria HEIs.

Student satisfaction in virtual education

Virtual education emerged as a response to the COVID-19 pandemic, allowing for educational continuity through social distancing. However, this transition revealed inequalities in access to and use of technology among students and teachers, influenced by factors such as geographical location, economic resources, and technology training. Additionally, the pandemic generated psychosocial issues that impacted students' emotional well-being, increasing stress and sleep disorders. Although various studies have analyzed virtual education, focusing on its behavior during and after the crisis, a significant gap has been observed between public and private education in terms of resources and quality. This study focuses on student satisfaction in virtual education, exploring conditions and methodological variables, and is part of a chapter in a book examining the educational system during the pandemic.

The practice and effect of multi-disciplinary cooperative mobile devices in improving the satisfaction of inpatients on drug education

Objective: To explore the effect of multi-disciplinary cooperative mobile device-assisted drug education on the satisfaction of inpatients drug education. Methods: Mobile nursing vehicle, IPAD, and mobile phone were used to scan QR code to play drug propaganda videos and distribute drug propaganda materials. Doctors, nurses and pharmacists cooperated to complete drug education for inpatients. The satisfaction on drug education of inpatients was collected through a third-party satisfaction survey. Results: Before implementation, the four satisfactions of communicating about the drug, understanding the purpose of the drug, informing the role of the drug and informing the side effect of the drug were 83.9%, 80.4%, 83.8% and 83.9%, respectively, and after the implementation increased to 88.2%, 86.4%, 89.6% and 87.3% (P&lt;0.05). The effective rate of drug education among inpatients increased from 95% before the implementation to 99.4%, and the medication compliance of inpatients increased from 93.1% before the implementation to 98.75%. Conclusion: Multi-subject cooperative mobile device-assisted drug education can improve the satisfaction of inpatients drug education, the efficiency of drug education and drug compliance. Keywords: Multidisciplinary collaboration; mobile devices; drug education; patient satisfaction.

The Implementation of a MOOC-Based Flipped Classroom Teaching Method in the Context of Oncology Radiotherapy Residency Training.

The objective of this study is to examine the efficacy of the flipped classroom blended teaching method in the context of massive open online courses (MOOCs) for implementing standardized training and teaching of residents in oncology radiotherapy. A total of 48 junior residents who received standardized training at the Oncology Radiology Department of Harbin Medical University Cancer Hospital between September 2021 and August 2023 were randomly divided into two groups-i.e., the research group (24 cases) and the control group (24 cases)-using the random number table method. The control group received conventional didactic training, whereas the research group participated in a blended learning approach based on the MOOC model. The assessment results, along with the evaluations of teaching effectiveness, self-learning ability, and teaching satisfaction questionnaires, were observed and compared for the two groups of students. Compared with the control group, the research group presented significantly higher scores on theoretical foundations, skill operation, and case analysis (P < 0.05). The research group also showed greater outcomes than the control group in terms of improved theoretical knowledge, problem-solving skills, self-learning ability, teamwork, and communication (P < 0.05). The students in the research group presented significantly higher scores on measures of self-motivation beliefs, task analysis, self-monitoring and adjustment, and self-evaluation than those in the control group (P < 0.05). The research group also demonstrated significantly higher levels of satisfaction than the control group in terms of improvements in learning interest and initiative, clinical thinking ability, problem-solving ability, team cooperation ability, and the level of radiotherapy target delineation (P < 0.05). The implementation of MOOC-based flipped classroom blended teaching was shown to have positive effects on the standardized training and teaching of residents in the field of oncology radiotherapy. This approach can undoubtedly enhance students' academic performance, problem-solving abilities, and self-learning aptitudes while effectively stimulating their learning interests and initiative. Therefore, MOOC-based flipped classroom blended teaching is a valuable candidate for clinical application and promotion.

Teacher-Turnover In the Archdiocesan School System: A Basis for Faculty Retention Program

This study conducted an in-depth exploration into the phenomenon of teacher turnover within the nineteen member schools of the Tuguegarao Archdiocesan School System (TASS), focusing particularly on the interplay of motivation and hygiene factors and their impact on teacher retention. Utilizing a descriptive-correlational design and survey data gathered from 139 teachers who transitioned from TASS to public schools during the school years 2020-2021, 2021-2022, and 2022-2023, the research illuminated several critical aspects of the issue. There is a prevailing sense of motivation and satisfaction among TASS teachers regarding various aspects of their professional lives, particularly those linked to intrinsic rewards such as job fulfillment, recognition, and professional development opportunities. Results revealed that TASS schools generally perform well in providing hygiene factors, encompassing areas like working conditions, administrative policies, and interpersonal relationships. However, some areas are requiring significant attention, most notably concerning salary and benefits, suggesting that these factors contribute significantly to teacher attrition. There is a significant positive correlation between motivation and hygiene factors, indicating that enhancements in areas such as salary and benefits could not only elevate teacher satisfaction but also bolster their overall motivation levels. There is interconnectedness of these two factors in shaping the overall teacher experience and retention within TASS. The research proposes a comprehensive Faculty Retention Program tailored to the unique challenges and needs of TASS schools. This program underscores the importance of addressing both motivational and hygiene factors to cultivate a stable, supportive, and rewarding environment for educators within the Tuguegarao Archdiocesan School System.