Teacher Satisfaction Research Articles

Understanding Attitude of Teachers, Peers, and Parents towards Inclusive Education in Bhutan

This study explored the attitudes of Bhutanese teachers, parents, and general students (other than children with SEN) towards inclusive education. A cross-sectional survey questionnaire was used as the main instrument to collect data from teachers (n= 20), children (n= 70) from the inclusive classroom, and parents (n= 34). The findings of this study showed there were no statistically observed differences in teacher attitude in terms of teacher gender, experience, and qualification. However, there was a statistically significant difference in teacher satisfaction when teacher training in relevant fields was considered. Further, the results of simple linear regression showed that teacher training in the relevant field of special education accounted for 54% variance in teacher satisfaction. The result of this study showed that peers and parents were satisfied with inclusive education. The findings have implications for policy planners, curriculum developers, teachers working in SEN schools and parents.

Pengaruh Budaya Organisasi, Lingkungan Sekolah, dan Kepemimpinan Kepala Sekolah Terhadap Kepuasan Kerja Tenaga Pendidik dan Kependidikan di SMA Swasta Adhyaksa Ende

To analyze the influence of organizational culture, school environment, and leadership on job satisfaction of Adhyaksa High School teachers. This research includes quantitative research. The sample in this study were 34 educators and education personnel at 27 Adhyaksa Ende High School. Data were collected by distributing questionnaires that had been tested for validity and reliability. The results of this study indicate that first, there is no significant influence of organizational culture on job satisfaction, second, there is an influence of the school environment on job satisfaction, and finally there is an influence of leadership on job satisfaction. Organizational culture, school environment and leadership have a significant effect on job satisfaction of educators and education personnel of Adhyaksa Ende Private High School. This finding indicates that the increase in organizational culture, work / school and leadership will further increase the job satisfaction of educators and education personnel of Adhyaksa Ende Private High School.

Assessment of the Satisfaction of Pregnant Women with Antenatal Care Services in Primary Health Care Centers in Karbala Province

Background: Antenatal care (ANC) is the care that the pregnant woman receives from health professionals during the pregnancy. This care was given while pregnancy occurred to make sure the pregnant and her baby were in good health. Patients’ use of health care is affected by the quality of care. Pregnants who are not satisfied with their providers may be less likely to continue with treatment. The study aimed to assess the satisfaction of pregnant women with ANC services in Primary Health Care Centers (PHCC) in Karbala province. Methods: A descriptive study was conducted from January to October 2023 to assess the satisfaction of pregnant women with ANC services in Karbala province. The sample consisted of 400 women randomly selected from four (PHCCs) that provide antenatal daily care services. Results: The results showed that 87.25% of the pregnant women were satisfied, whereas 12.75% were unsatisfied. The results concluded that there was a significant difference in satisfaction levels between the four PHCCs (p<0.001). Regarding education, pregnant women with college and higher education satisfaction levels to other educational levels (p=0.008). Also, pregnant women in rural residences had a higher satisfaction level in comparison to urban or slum areas (p<0.001). Conclusion: Most of the pregnant women were satisfied with the ANC services in Karbala province.

Impact of family and work conflicts on job satisfaction, life satisfaction and health of female teachers in Ethiopia: the moderating role of resilience

Impact of family and work conflicts on job satisfaction, life satisfaction and health of female teachers in Ethiopia: the moderating role of resilience

Satisfaction and general well-being of Austrian student teachers who enter the teaching profession while still studying

ABSTRACT The teacher shortage is an increasingly urgent challenge for the Austrian education system. Consequently, the Austrian government recruits student teachers who are still in bachelor’s or master’s programmes to fill open positions. This empirical study examined the demands and resources that student teachers experience in their jobs and studies. Based on the job demands-resources model, we investigated the health effects and motivation impacting student teachers’ job and study satisfaction and general well-being. Results from SEM (N = 296) indicated that student teachers’ well-being and satisfaction is significantly impaired by perceived overload, time pressure, and exhaustion resulting from the combination of both job and study contexts. In contrast, the findings showed that psychological health is promoted by resources (i.e. social support, task relevance, and task clarity) and perceived engagement (cumulatively) in both contexts. Moreover, further analyses confirmed buffering effects (but not boosting effects), as postulated in the job demands-resources model.

Assessing Health Literacy, Learning Needs, and Patient Satisfaction in Cancer Care: A Holistic Study in the Omani Context

Background: Health literacy is essential in cancer care, affecting patient outcomes, perception, and involvement in healthcare decisions. Purpose: This study aimed to evaluate and identify gaps and relationships between the levels of health literacy, learning needs, and satisfaction with educational activities among cancer patients in Oman. Methods: A cross-sectional study was conducted among 323 cancer patients at the Sultan Qaboos Comprehensive Cancer Center, University Medical City, in Muscat, Oman. Data were collected using a self-administered questionnaire, which measured health literacy using the Health Literacy Instrument for Adults (HELIA), assessed learning needs based on importance, and evaluated satisfaction with educational activities. Descriptive statistics and correlation analyses were conducted using SPSS version 23 to identify relationships between the variables. Results: The average health literacy score was 4.36, indicating a generally high level of health literacy among the participants. Learning needs were highest for chemotherapy and hormonal therapy (mean = 4.65), while satisfaction with education activities was highest for overall experience (mean = 4.38). However, there were notable gaps between the perceived importance of learning needs and satisfaction with educational activities, particularly in chemotherapy and hormonal therapy (gap = 0.46). A moderate positive correlation was found between health literacy and learning needs (r = 0.341, p = 0.022), while a stronger positive correlation existed between health literacy and satisfaction with educational activities (r = 0.58, p < 0.00001). Conclusion: Improving health literacy and addressing gaps in learning needs and educational satisfaction are crucial for enhancing cancer care outcomes and patient satisfaction in Oman.

Teacher's perspective regarding Co-teaching Classes: A qualitative study.

To explore teacher's perspectives regarding co-teaching classes. Online interviews of participants were conducted through Zoom meetings at a suitable time the researcher and the participant decided beforehand. Teachers' perspective regarding co-teaching classes were studied. The study design was qualitative, and phenomenological. A purposive sampling technique was opted in which participants involved in co-teaching in the field of medicine for not less than one year were chosen. Data was collected through a semi structured interview, with nine open ended question, after validation from experts. Thematic analysis of the data was done in three phases. Fifty-three codes were identified from the transcriptions of the interviews in the initial coding. Twelve codes were derived in axial coding and finally, five themes were formed. Overall teachers showed a very positive response towards co-teaching. They discussed a lot of benefits of co-teaching. The opportunities and challenges in the co-teaching classes were also discussed. and most importantly the interaction of the co-teachers in the planning phase of the session, during the class and in the assessment were explored. Teachers described their experience of co-teaching as productive, pleasant, and enriching. The professional growth of teachers is fostered through co-teaching. Collaborative harmony develops among co-teachers. Teacher's satisfaction also increases by comprehensive knowledge transfer. Although some challenges were faced by teachers in co-teaching classes. The most common challenge of co-teaching was time management. Dominating nature or irresponsible teachers was also a challenge to deal with.

Sustaining Perseverance and Commitment to Teach: Stories from Long-Serving Primary School Teachers

This study investigates factors that contribute to the perseverance, job satisfaction, and commitment of long-serving teachers in the teaching profession. It found that teachers who have endured numerous education changes in South Africa are more satisfied. Mentorship, socio-cultural and contextual factors like socioeconomic status, race, gender, education, and parental background, and different roles in schools, were also found to be the best predictors of perseverance, job satisfaction, and commitment. Teachers with education beyond initial teacher education diploma or degree, teaching licenses, full-time employment and many years of practice were found to be more satisfied and committed. The findings could help education leaders, school leaders, and teachers understand what keeps teachers going despite challenges in the teaching profession.

The Impact of Managerial Skills, Organizational Communication, Discipline, and School Climate on Work Engagement in Schools

This study explores the impact of managerial skills, organizational communication, discipline, and school climate on work engagement among teachers and staff in educational institutions. While work engagement is essential for improving school performance and student outcomes, factors influencing it in schools remain insufficiently understood. The research aims to identify specific elements within these four areas that foster higher work engagement, providing insights to enhance teacher satisfaction and productivity. Using a quantitative approach, data will be collected through surveys distributed to teachers and staff across various schools. A structured questionnaire will measure levels of managerial skills, organizational communication, discipline, school climate, and work engagement. Statistical methods, including multiple regression analysis, will analyze the relationships between these variables. The study’s findings are expected to offer practical recommendations for school leaders and policymakers to cultivate a supportive, productive working environment. By presenting an integrated approach, this research contributes to the field by examining the combined effects of multiple factors on work engagement, offering a comprehensive model for enhancing teacher engagement in schools.

대학 교양체육 수업 자도자의 교수열정과 교수이미지가 교육만족에 미치는 영향

Objectives This study conducted to predict correlation among the teaching passion, teaching image, and educational satisfaction. participating in physical education and physical activity curriculum of the university lecture course. Methods The subjects collected 268 students(female=173 male=95). Multiple regression analysis applied for the confirming of hypothesis. Results From the hypothesis analysis show that teaching passion assumed teaching satisfaction 29% and social satisfaction 23%. teaching image assumed teaching satisfaction 65% and social satisfaction 60%. teaching passion assumed emotion and external image 34% and voice image 29%. Conclusions Efforts professionalism in teaching passion and emotion and external image in teaching image predicts teaching satisfaction and social satisfaction, and efforts professionalism in teaching passion predicts emotion and external image and voice image in teaching image.

Do Teachers With Absent Students Feel Less Job Satisfaction?

Research and policy have focused predominantly on the individual consequences for students who miss school. Yet absenteeism does not occur in a vacuum, and less work has focused on how student absenteeism correlates to classroom dynamics. Practically no attention has been paid toward teachers. We propose in this study that student absences make it challenging for teachers to enjoy the very function of their jobs and thus experience more dissatisfaction at work as a result. We find that teachers have lower job satisfaction when more of their students are absent. However, we find statistically significant differences only for broad aspects of teacher satisfaction—job enjoyment, usefulness, and belief in the profession—rather than differences among other related measures of teaching.

Pedagogical Support in Human Talent Management: A Systematic Review

This systematic review explored the impact of pedagogical coaching on human talent management and teacher performance over the past four years. A qualitative approach was employed using the PRISMA methodology to conduct searches in the following databases: Scopus, SciELO, Redalyc, Dialnet, Erih Plus, Latindex, the University of César Vallejo library, and other relevant databases. Inclusion and exclusion criteria were applied. For inclusion, articles published between 2021 and 2024 that addressed pedagogical coaching in the context of human talent management and teacher performance were considered, while studies that did not focus on educational contexts, were not peer-reviewed, or were not available in full text were excluded. Through the analysis of 229 studies, it was found that pedagogical coaching has a positive effect on improving teaching practices and teacher satisfaction. However, the effectiveness of coaching varies depending on the context and the quality of its implementation. The results suggest the need to strengthen the training of coaches, personalize support, and establish clear regulatory frameworks to ensure the quality of coaching. This review contributes to consolidating pedagogical coaching as a key strategy to improve educational quality and teacher professional development.

Teachers’ Teaching Competence in Sport Dance Classes in a Chinese Cultural Activity Center: Basis for a New Pedagogical Framework Model

This paper explores the significance of teaching satisfaction within the realm of sports dance education, focusing on the learning environment of the Shijiazhuang Youth Science and Technology Culture Activity Center. With the rapid modernization of China's education system, there is an increasing emphasis on the integration of cultural knowledge and physical education. Sports dance, having been introduced to China in 1984, has gained popularity among teenagers for its blend of gentleman culture and competitive sports. Despite its deep mass foundation and widespread interest, the current quality of sports dance training in China is uneven, with a notable lack of professional teachers. This study aims to identify the factors influencing students' satisfaction with their sports dance teachers' instruction, and in doing so, enhance the overall learning experience and teaching effectiveness. By analyzing the teaching satisfaction survey of sports dance students, the paper reveals the main issues affecting the learning process and proposes suggestions to address these concerns, thereby contributing to the sustainable development of the sports dance community and the professional growth of its educators. The study underscores the pivotal role of teachers in shaping students' competencies and attitudes, not only in dance but also in fostering a comprehensive educational experience that aligns with the progressive expectations of modern society.

The Determinants of Graduate Students on Satisfaction: The Case of Graduate School at University of Internal Affairs, Mongolia

The present article aims to study the level of satisfaction of the graduate students’ satisfaction on Graduate school in University Internal Affairs, Mongolia /UIAM/. We try and understand the factors which influence graduate student satisfaction in higher education, as well as the consequences of it. We collected and analyzed data from descriptive research can help understand factors on graduate students’ satisfaction. The data were collected from 98 graduate students who study graduate school of the curriculum on Disaster Studies, Border Studies, Law, Crime Studies Law, Police Studies, Forensic science, Information Security, and Economic Security in UIAM. The results, there were indicated positive graduate students' satisfaction of the hypothesis 1 and hypothesis 2. Actually, the results indicated the dissatisfaction of the hypothesis-3. Therefore, it is recommended that the curriculum activities take the necessary measures in order to increase the students’ satisfaction and the level of training activities. Our study is significant in considering both theoretical and practical issues and for practices in graduate school. Data were estimated by Smart PLS 3.0 and SPSS software and Cronbach's alpha index have been used for data analysis and reliability analysis of the questionnaire, respectively.

Job Satisfaction and Performance of College Teachers in the Online Teaching Mode

The sudden switch to blended and online learning environment due to the global pandemic changes higher education and consequently influence college teachers’ job satisfaction and performance. Challenges that the teachers teaching in colleges experienced while working under virtual learning environment are shown to have caused impacts on their job satisfaction and performance. This article aims to review the major designs or determinants affecting the satisfaction and effectiveness of the college teachers in online classes and potential consequences for the future. The online teaching mode seems to have its advantages and limitations to college educators. Flexibility is a strength of the school but there is a lack of enough technological support and student engagement as key factors to enhancing the teacher’s job satisfaction. This can be achieved in the mentioned areas to support educators as well as improve the quality of online learning. Some of the recommendations include developing new, improved approaches to training that include teachers in online classrooms; upgrading the means of communicating with teachers working in online classrooms; and the creation of recognition and incentive systems designed to help teachers working in online classrooms. The study concluded that above mentioned initiatives can help to foster satisfaction and performance enhancing the long-term model of online teaching that help teachers and students.

Student satisfaction in virtual education

Student satisfaction in virtual education

Communities of secondary science teachers: a systematic review

ABSTRACT Many parts of the western world are struggling with a teacher shortage, which is particularly severe in some teaching areas including science. Part of a potential solution to this shortage is reducing teacher attrition rates, especially among early career teachers. At the same time, a need has been identified to drive larger numbers of students towards studying science. This creates an environment whereby teachers are required to teach science either out of field, or out of science specialisation. The community in which teachers operate has been identified as critical to both increasing teacher satisfaction and driving effective professional development. At the same time, the emergence of social media provides an avenue for teachers to effectively communicate and collaborate. This systematic review, therefore, aims to summarise the research on communities of in-service secondary science teachers since 2010, corresponding to the significant adoption of social media. It shows that whilst significant research has been done across a range of different community structures, there exists a lack of rigorous distinction between these different styles. There is also a research gap surrounding the use of social media, as well as the use of communities to support out of specialisation science teachers.

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

Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers

Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers

Predictors of compassion fatigue and compassion satisfaction among Australian teachers.

Research on factors that predict compassion satisfaction and compassion fatigue of teachers is limited. This study aimed to evaluate predictors of compassion fatigue (as defined by burnout and secondary traumatic stress) and compassion satisfaction of Australian teachers. Three hundred and two teachers completed an online survey. It was hypothesized that teachers with prior experience with trauma-exposed students, a history of mental illness, and personal trauma history would show higher compassion fatigue. Older teachers, teachers previously exposed to trauma training, and teachers with higher perceived knowledge and confidence to manage student trauma were expected to show higher compassion satisfaction. Teachers with exposure to student trauma, a personal history of trauma, and a history of mental illness experienced higher compassion fatigue, while older teachers and those with higher perceived knowledge and confidence to deal with student trauma experienced higher compassion satisfaction. Results indicate that professional development programs should include trauma-informed knowledge and skills for teachers to enhance their well-being when responding to trauma-exposed students. (PsycInfo Database Record (c) 2024 APA, all rights reserved).