Teacher Job Research Articles

How do personal resources and homeroom teacher job demands influence teachers’ professional identity? A perspective based on the job demands‐resources model

AbstractProfessional identity is essential for a qualified teacher; however, the imbalance between job resources and demands is a serious impediment to promoting teachers’ professional identity. Given that personal job resources (i.e., teachers’ socioemotional competence and psychological capital) and challenging job demands (homeroom/non‐homeroom teachers) are distinctive—but understudied—job characteristics, this study examines their role in fostering teachers’ professional identity, based on the Job Demands‐Resources (JD‐R) model. Data from 432 secondary school teachers in Henan Province, China were collected using the Chinese versions of the Teacher Socioemotional Competence Scale, Psychological Capital Scale, and Teacher Professional Identity Scale. The results showed that teachers’ socioemotional competence positively predicted their professional identity. The moderating mediator analysis showed that the mediating role of psychological capital and the moderating role of being a homeroom or non‐homeroom teacher contributed immensely to teachers’ professional identity. The identification of this moderated mediation model broadens our understanding of the JD‐R model by demonstrating the interplay between personal job resources and challenging job demands. This study also emphasizes the imperative for optimizing the balance between “demands” and “resources” to enhance teachers’ professional identity, and proposes effective interventions.

Teachers' emotional intelligence and job satisfaction: The mediating roles of expression of naturally felt emotion and perceived teacher‐student closeness

AbstractGlobal concerns about low levels of teacher job satisfaction (JS) have brought the significance of understanding factors and mechanisms that contribute to this issue. In educational research, the role of emotional intelligence (EI), a critical personal resource, in relation to teachers' JS has emerged as an important topic. Utilizing the Job Demands‐Resources model, the present study proposed a chain mediation model to explore the relationship between teachers' EI and their JS. It specifically examined the roles of expression of naturally felt emotion (ENFE) and perceived teacher‐student closeness as mediators. Data from 503 Chinese primary and secondary school teachers revealed significant correlations among teachers' EI, ENFE, perceived teacher‐student closeness, and JS. Structural equation modeling indicated that EI can significantly predict JS through a sequential mediating effect involving ENFE and perceived teacher‐student closeness. The findings provide insight into the underlying mechanism between teachers' EI and JS. Implications for teacher education practices and directions for future research are discussed.

Influencing Factors on the Reduction of Private College Instructors in China: An Inputs to Development Plan

As an important part of higher education, private colleges and universities have made important contributions to social development. However, breaking through the quality, reputation, and characteristics, taking the road of differentiated development, and facing multiple tests. In the development of many problems, the construction of teachers in private colleges is increasingly prominent, and there is an unstable phenomenon of teachers. The continuous reduction of this group will affect the educational decision-making of government departments, hinder the development of private colleges, and the development of teachers' careers. This study takes the teachers of 11 private undergraduate colleges in Heilongjiang province as the research object, based on the theory of job satisfaction and the Price-Mueller reduction theory. According to the reality of teacher reduction in private colleges, the theoretical model and research hypothesis of teacher reduction are constructed, and the influence of different factors on teacher job satisfaction and reduction intention is evaluated.

STUDY OF OCCUPATIONAL STRESS OF SECONDARY SCHOOL TEACHERS IN RELATION TO THEIR MENTAL HEALTH AND JOB SATISFACTION

The job of the teachers is complex as it has to meet the expectations of parents, teachers, policy makers and address their once needs. These twin concerns make the life of teachers demanding and stressful. This becomes an important problem in the context of diversity of school system operative in India. A teacher performs outstandingly on being satisfied with the job. However, job satisfaction is concerned with certain aspects and attitude is one of them. It is mandatory for a teacher to have satisfaction on job performance and should develop a positive attitude towards education. Only satisfied, well adjusted and mentally healthy teacher can think of the well being of the students. In the present study, random sampling technique has been employed. Against this backdrop this study was planned to investigate aspects of occupational stress of secondary school teachers in relation to their mental health and job satisfaction. A sample of about 200 teachers from different type of schools (government and private) of Gurdaspur city was selected for the purpose of the study. Toanalyze the data varied statistical techniques have been employed such asstatistics viz; Mean, Standard Deviation have been used to ascertain the nature of distribution of scores, descriptive Pearson product moment correlations have been calculated, the t-test was applied to find out the difference between means, ANOVA (two way) was applied to compute the data. Findings of the study showed that government schools teachers have better mental health and job satisfaction in comparison to teachers of private schools, whereas female schools’ teachers have better mental health in comparison to male school’s teachers.

Barriers to pass English teaching professional licensure as perceived by newly graduated Saudi teachers

Academicians worldwide constantly question how they can enhance teaching efficiency. Teacher licensure examination has been suggested as a way to achieve this goal. In the same respect, Saudi ministry of education requires prospective teachers to pass Professional licensure exam (PLE) in order to officially enter the teaching job. The present work aimed to give a closer look on this kind of examination as perceived by 23 Saudi candidates holding BA in English and expect to become English teachers. These subjects had a failure experience with taking this exam. Additionally, the use of a semi structured interview, the informants voiced the different kinds of challenges that prevent them from effectively passing this exam. The use of the NVivo software gave results that show the negative attitude these participants hold towards PLE as well as the two categories of obstacles they confronted namely; academic and non- academic.

Psycho-semantic analysis of job advertisements as a communicative tool of educational marketing

Introduction. The relevance of the study of job advertisements for teachers and psychologists is associated with the need to find tools for regulating communication within the modern educational environment with dynamic, constantly changing working conditions. The publication of employer requirements sets the direction for changing the criteria for the success of the specialist, which changes the entire educational environment. The purpose of the study: to identify the categorical semantic structure of job advertisements for teachers (using the example of the "Infrastructure of Scientific Research Data" platform). Materials and methods. The object of the study was a corpus of teacher job vacancies from the "Infrastructure of Scientific Research Data" platform, published in 2023 in 83 regions of Russia (5561 vacancies). The job postings included descriptions of candidate requirements, information about the offered salary, and the region in which the vacancy was available. As a comparison group, a corpus of psychologist job vacancies (2076 vacancies) was considered. The following methods were used in the study: 1) Latent Dirichlet Allocation (LDA) method for identifying and analyzing the structure of requirements presented in teacher and psychologist job vacancies; 2) Term Frequency-Inverse Document Frequency (TF-IDF) method for categorical semantic analysis of the structure of teacher and psychologist job vacancies and description of the semantic framework (frame) of the job description; 3) Descriptive statistical methods for analyzing the needs of professionals in helping professions in different regions of Russia and the conditions offered to them. The results of the study. The regions of the Russian Federation with the greatest need for teachers and psychologists have been identified. Based on the statistical significance in the collection of text documents, the most demanded skills of teachers by employers are identified: methodological development and design of an individual educational route (0.167), work with children with disabilities (0.144), organization of the educational process (0.089). For vacancies of psychologists, the most significant were: work on investigative actions (0.319), methodical work in an educational organization (0.187), psychological and pedagogical support for successful development and training (0.129). The main meanings governing professional pedagogical activity are more focused on meta-skills based on the values of inclusion and continuous improvement of education, as well as on flexible skills (Soft skills) that increase competitiveness in various fields of pedagogical activity. In the vacancies of psychologists, professional skills (Hard skills) are relevant, applicable in specific areas, which somewhat narrows the scope of professional implementation. Conclusion. The results of the empirical study allow for considering job vacancy advertisements as one of the communicative tools of educational marketing. Analyzing the significant professional skills from the employer's perspective will enable the development of recommendations for the development of professional communication for teachers, which can be considered in the system of continuous professional education, as well as in regulating interaction within the educational environment. Automated analysis of job vacancies can become a successful interactive diagnostic tool for educational marketing, necessary for the development of the educational space and the improvement of the competitiveness of educational institutions.

Teaching in China's Heartland: A qualitative exploration of rural teacher job satisfaction

Enhancing rural teacher job satisfaction, which is a pivotal aspect in elevating the overall quality of rural education, serves as a crucial means to promote balanced educational development and to foster societal equity and cohesion. The objective of the study was to explore the factors that influence job satisfaction of rural teachers teaching in China's Heartland. 15 rural primary school teachers were meticulously chosen for in-depth interviews, utilizing a qualitative research paradigm and purposive sampling technique, spanning from March 2021 to July 2021. With reference to Hoppock's view of job satisfaction, this study designed an interview outline based on specificities of rural workplaces. Through in-depth interviews, a wealth of first-hand text materials was collected about rural teacher job satisfaction. Then these textual materials were processed with a rigorous tertiary coding based on grounded theory. This study found that rural teacher job satisfaction was influenced by various factors, encompassing both external and internal factors. External factors included national policies, campus culture, and rural environment. Internal factors included growth experience and self-cognition. Further, strong external support was strongly associated with improvement of rural teacher job satisfaction. Intra-individual characteristics of rural teachers were the most implicit influencing factors.

교사 직무스트레스 완화를 위한 시각이미지 기반 온라인 글쓰기 프로그램 개발 및 적용 연구

This study aims to develop an online writing program based on visual images to alleviate teacher job stress and to explore its effectiveness through practical application. According to previous research, teachers experience psychological difficulties due to stress arising from various tasks and interpersonal relationships, which have been exacerbated during the pandemic. This study received validation from 12 educational psychology experts regarding the program for reducing teacher stress. Additionally, ten middle school teachers in Y City, Gyeonggi Province, participated in the study, where the content of their writing was analyzed to explore the program's impact on stress management. The results revealed that reflective writing based on visual images is effective in helping teachers recognize and manage their emotions and problems, leading to an increase in positive emotional expression. Furthermore, offering the program through an online platform provided teachers with opportunities to manage their stress without being constrained by time or location. This study presents a new approach to managing teacher job stress and could serve as foundational data for developing programs applicable to various professions in the future.

Considering Race in Teacher Well-Being

Despite evidence that teachers’ professional experiences are racialized, few studies have quantitatively examined possible racial disparities in teachers’ job satisfaction. Using data from a nationally representative survey of teachers in the United States, we find that Black teachers report significantly lower job satisfaction than their White colleagues. Moreover, we find that teacher perceptions of school safety are the primary predictor of this gap in job satisfaction. We argue that centralizing race and racialized experiences in consideration of teacher job satisfaction will open new sites of inquiry in educational research and can guide educational policy to promote equity in K–12 schools.

Communication Strategies in Classroom Management for Primary School Homeroom Teachers

Primary school students are an important period of physical and mental development, and the primary school class teacher, as the class manager, plays a very important role in the learning and life of students. Among them, the most important job of the class teacher is to carry out class management, and efficient class management requires a good communication strategy of the class teacher, which is the most powerful way to help the class teacher solve the class affairs and form the class centripetal force. Therefore, how to master communication skills and improve the efficiency of class management is a problem that primary school class teachers must seriously consider.

KNOWLEDGE, ATTITUDES, AND PRACTICES OF SOCIALEMOTIONAL LEARNING (SEL) AMONG SCHOOL ADMINISTRATORS

This study aimed to analyze the knowledge, attitudes, and practices of socialemotional learning (SEL) among school administrators. This study involved 265 primary school administrators in Negeri Sembilan who were selected through a systematic random sampling from the districts of Seremban, Rembau, and Tampin. Data were collected through a questionnaire measuring three main constructs: knowledge of SEL, attitudes towards SEL, and SEL practices. Descriptive analysis and mean with standard deviation analysis were employed to analyze the data.The findings revealed that school administrators demonstrated high levels of knowledge, positive attitudes, and consistent implementation of SEL practices. Significant positive correlations were found between knowledge and attitudes, knowledge and practices, and attitudes and practices regarding SEL. These results suggest that a thorough understanding of SEL fosters positive attitudes towards it, which in turn motivates administrators to implement various practices that support SEL in schools. This study offers valuable implications for educational policymakers, school administrators, teachers, and other stakeholders in their efforts to enhance the effectiveness of SEL in schools. These implications include establishing clear SEL competency standards, integrating SEL into educational leadership curricula, providing ongoing professional development for administrators and teachers, and actively involving parents and the community in supporting SEL initiatives. Further research is recommended to include teachers in school management to understand the most effective administrative practices. This recommendation is based on the study's findings, which indicate that teacher involvement in school management and administration plays a crucial role in achieving teacher job satisfaction.

The relationship between classroom racial/ethnic composition and teacher perceptions of work conditions

PurposePrior research reveals that teachers have lower job satisfaction when they have more Black students, but this work does not consider how different aspects of work conditions – and the increasing diversity of students beyond a Black/White binary – may matter. This study aims to examine the relationship between teachers’ perceptions of work conditions and the racial/ethnic compositions of the classes they teach.Design/methodology/approachThis study leverages data from the Measures of Effective Teaching (MET) study. Analyses consist of both descriptive statistics and multilevel regression modeling.FindingsFindings show that teachers’ satisfaction with working conditions varies in relation to the racial/ethnic composition of their students. Increase in the percent of Black, Latinx and Asian American students in a teacher’s classroom, was associated with a decrease in satisfaction with community involvement and student behavior. For increase in Latinx and Asian American students, this study finds significant decrease in satisfaction with measures of pedagogical and job support. For measures of school leadership and responsiveness to professional development needs, this study sees no significant relationship, which suggests that perceptions of some working conditions are more strongly tied to classroom demographics than others.Originality/valueThis work adds nuance to previous research on teacher job satisfaction by exploring satisfaction with various working conditions and how it varies in relation to classroom racial composition. This study concludes with a discussion of potential explanations for observed differences in teacher satisfaction, as well as potential ways to address these differences.

From Chalkboards to Checklists: The Realities of Juggling Education and Ancillary Tasks

The study examines teachers’ experiences with ancillary obligations and how these obligations affect their professional and personal lives. Handling these ancillary tasks requires strong time management, organization, and communication skills. This study implores phenomenology as its design to identify the supplementary jobs of teachers, investigate their experiences, understand how they cope with the problems they encounter in performing their tasks, and assess the abilities and attitudes they develop. The study results suggest a need for support networks for teachers for their instructions, professional development opportunities, and balancing work and life tasks. Furthermore, it argues for recognizing the sacrifices of teachers and supporting them to improve their well-being, retention and educational quality.

Strategi Guru PAI untuk Meningkatkan Kemampuan Membaca dan Menulis Al-Qur’an di Kelas VII SMP Wachid Hasjim 9 Sedati Sidoarjo

This research aims to identify and analyze the strategies implemented by Islamic Education (PAI) teachers to enhance the Quranic reading and writing skills of seventh-grade students at SMP Wachid Hasjim 9 Sedati Sidoarjo. The case study method is combined with a qualitative approach in this study. Through in-depth interviews, direct observation, and relevant documentation, data were gathered. The aftereffects of the review show that the technique cycle in further developing perusing and composing the Qur'an includes the job of PAI Teachers. The strategies include routine activities for 30 minutes before lessons begin, which encompass reading the Quran using the Qur’an Kemenag smartphone application and writing using the Imlak method, as well as efforts to motivate students. The challenges encountered include a limited number of PAI teachers, insufficient WIFI facilities, and diversity in students' abilities, intelligence, interests, backgrounds, and discipline. To overcome these challenges, consistent and ongoing efforts from the school are necessary, including the implementation of policies to discipline students who do not comply with or perform Quranic reading and writing activities properly. The findings of this study align with and support relevant theories and previous research on the development of Quranic literacy skills in schools

Principal Leadership Styles and Teacher Job Performance among Secondary Public Teachers in Veruela and Sta. Josefa District

Principal Leadership Styles and Teacher Job Performance among Secondary Public Teachers in Veruela and Sta. Josefa District

Pengaruh Kepemimpinan, Motivasi dan Disiplin Kerja terhadap Kepuasan Kerja Guru di SMP Negeri 17 Balikpapan Utara

Teacher Job Satisfaction has a crucial role in improving the quality of education in schools, and internal factors such as effective leadership, high motivation and good work discipline have been identified as important elements in creating a conducive work environment. This research aims to explore the extent to which leadership, motivation and work discipline influence the level of teacher job satisfaction at SMP Negeri 17 North Balikpapan. By identifying the relationship between these variables, this research also aims to provide relevant recommendations for the development of human resource management policies in these schools. The research uses a quantitative approach with data collection methods through questionnaires. The sample consisted of 35 teachers at SMP Negeri 17 North Balikpapan, who were selected using non-probability techniques. The collected data is analyzed using statistical techniques such as regression to test the proposed hypotheses. The software used in this research uses smartPls. The research results show that leadership has a positive but not significant influence on teacher job satisfaction. Motivation is proven to have a positive and significant influence on job satisfaction, while work discipline also has a positive influence on teacher job satisfaction. These findings provide a deeper understanding of the factors that influence teacher job satisfaction at SMP Negeri 17 North Balikpapan, as well as practical implications for the development of human resource management in schools.

Peningkatan Hasil Belajar Siswa Dengan Menggunakan Model Problem Based Learning (PBL) Pada Mata Pelajaran PKN Kelas V SD Negeri 15 Pekanbaru

Problem Based Learning (PBL) is a teaching and learning process in the classroom where students are first asked to observe a phenomenon. Then students are asked to record the problems that arise, after that the teacher's job is to stimulate critical thinking in solving existing problems. The teacher's task is to direct students to ask questions, prove assumptions, and listen to different perspectives among them. The problems in this study are (1) Can Problem-Based Learning (PBL) improve student learning outcomes in Civics class V at SD Negeri 15 Pekanbaru (2) How is the effect of student learning outcomes with the Problem-Based Learning (PBL) model in Civics class V at SD Negeri 15 Pekanbaru. This research includes Classroom Action Research (PTK) which was conducted in two cycles using the Problem-Based Learning (PBL) method. Each cycle consists of four stages, namely design, implementation, observation, and reflection. The subjects of this research were fifth-grade students of SD Negeri 15 Pekanbaru, totaling 35 students. The research data was obtained using teacher and student observation sheets and student test results, then the data was analyzed using the percentage formula. The results obtained were (1) teacher activity in cycle I using a problem-based learning model from 78.75% to 91.25% in cycle II, (2) student activity in cycle I using the Problem-Based Learning (PBL) model 50.48% to 85.26%, and, (3) student learning outcomes in Civics subjects in cycle I using problem-based learning 40% to 94.28% in cycle II. This shows that student learning outcomes in Civics subjects using problem-based learning models show very positive results. Based on the results of this study can improve student learning outcomes to be more active and the ability of teachers to improve for the better.

Influence of Heads of Schools’ Leadership Practices on Teachers Job Performance in Public Secondary Schools in Kigoma District Council, Tanzania

Influence of Heads of Schools’ Leadership Practices on Teachers Job Performance in Public Secondary Schools in Kigoma District Council, Tanzania

Teaching job is essential to convert a medical practitioner into a nice clinician

Traditionally, every practicing hakim used to have a group of students, most of whom lived in the compound of the hakim, witnessed and learnt the intricacies of ‘hikmat’, as well as preparation of different pharmaceutical products from raw materials. Once, they acquired a certain level of proficiency, they were allowed to leave and start their own practice. Same routine used to be followed by other branches of medicine. As the number of medical practitioners grew, their links to the teaching side got weaker or mostly ceased to exist, and with it the opportunities to learn. A debate has been generated whether the diagnostic proficiency and the clinical acumen of a non-teaching clinician can be considered equivalent to the one who is a teaching clinician actively engaged in teaching and grooming full classes of his or her students. Keywords: Clinician; Hikmat; Teaching, Medical; Practice, Medical; Practitioners, Medical Citation: Ayub L, Dar SR, Farooq U. Teaching job is essential to convert a medical practitioner into a nice clinician. Anaesth. pain intensive care 2024;28(5):785−787; DOI: 10.35975/apic.v28i5.2541 Received: August 30, 2024; Accepted: September 10, 2024

A Global Measure of Professional Learning Communities

ABSTRACT The concept of professional learning communities (PLCs) has received considerable attention in research as well as in school practice since the late 1990s. PLCs have been positively associated with a variety of outcomes for both teachers and students, but differences in the way the concept is operationalised, and the fact that most of the research is related to specific national contexts, make it difficult to accumulate and compare research related to PLCs. In order to give PLC research an international scope, the aim of this paper is to develop a global measure of PLCs. The paper includes an overview of the literature on PLCs, as well as an examination of existing measures. Informed by these findings, multi-level confirmatory factor analysis is applied to develop a measure of PLCs in the Teaching and Learning International Survey 2018. This measure includes three distinct dimensions and an overall measure of PLCs at school level in 42 countries/economies, and is available for researchers interested in the concept of PLCs and international perspectives. The measure is applied in an example which investigates the relationship between PLCs and teacher job satisfaction in the Nordic countries. Strengths, limitations, international comparability and possibilities for future developments are discussed.