Search

This study investigated the relationship between principal job satisfaction, distributed leadership, teacher-student relationships, and student reading achievement in Turkey. Using school- and teacher-level data from the PISA 2018 and TALIS 2018, we conducted a mediated-effect with antecedent effect model, in which the construct of teacher-student relationships was proposed as the mediator of the effects of distributed leadership on student achievement, while principal job satisfaction was included as the antecedent of distributed leadership. The results confirmed the indirect effect of distributed leadership on student achievement through teacher-student relationships. We also found that principal job satisfaction exercised a positive and significant effect on the enactment of distributed leadership practices. This study adds evidence to the international literature suggesting that principal job satisfaction is an important mechanism for distributed leadership practices and that the execution of such practices improves student achievement by promoting teacher-student relationships. Implications for policy, practice, and research are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study is to find out the factors that affect teacher recruitment in schools. This research method uses the Systematic Literature Review (SLR) method. In the future, small and medium-sized companies face the challenge of retaining their best human resources to keep working for the company. Aligning individual values with work, organisation, and group is the best way to achieve goals through creative changes in employee behaviour. They found that misinterpretations of cultural roles, stigma, fear and prejudice, low status of educators in the preschool sector, and lack of male recruitment policies influenced male recruitment into the preschool sector. This study concludes that the factors that affect teacher recruitment in schools are education, experience, gender, salary, facilities, working conditions, job satisfaction, career advancement opportunities, location (urban and rural), people organisation, personal motivation, organisational practices, compatibility between personal characteristics and job needs, values, social cognitive career, self-decision, career construction, living space, commitment, teacher competence, social cognitive, sustainable professional development. The recruitment stages at the school are committee formation, socialisation, registration, and selection process, which includes written exams, interviews, and microteaching. After the selection process is complete, qualified teachers are announced. Hiring can run smoothly if supported by facilities, team collaboration, and human resources. [ABSTRACT FROM AUTHOR]

The study examined interpersonal relationship and job satisfaction among early childhood education teachers in Edo State. Three research questions were raised for the study and one of the research questions was formulated into hypothesis. The study is descriptive research and adopted a descriptive survey design. The population of this study comprises all the one thousand and twenty-one (1021) public early childhood education schools and one thousand two hundred and sixty-three (1263) early childhood education teachers in Edo State. A multistage sampling technique was used to select a sample of one hundred and two early childhood schools and one hundred and twenty-six early childhood teachers in the three senatorial districts of Edo State. A questionnaire (IRJSAECETQ) which was validated with a reliability coefficient of 0.88 was used to elicit data from the respondents. The research questions were analyzed using mean and standard deviation while hypothesis was tested using Pearson Product Moment Correlation Coefficient. The findings from the analysis of the study revealed that the level of interpersonal relationship among early childhood teachers is low; the level of job satisfaction among early childhood education teachers in Edo State is also low. The findings also revealed that there is a positive and significant relationship between interpersonal relationship and job satisfaction among early childhood education teachers in Edo State. Based on the findings, the study recommended that the level of interpersonal relationship among early childhood teachers, pupils and the school authorities should be improved upon by establishing and maintaining effective and frequent communication among the early childhood education teachers, head teacher, and pupils as it has been proven in this study that there is a significant relationship between interpersonal relationship and job satisfaction among early childhood teachers. [ABSTRACT FROM AUTHOR]

Teachers seeking work in market-oriented schooling systems confront a range of settings within which they might teach. This article presents the views of ten teachers on the cusp of beginning teaching in the market-oriented schooling system of Australia, regarding the school or schools they would like to work in as teachers. Data were gathered via in-depth, semi-structured interviews and analysed with reference to Bourdieu's concepts of habitus, field, doxa and misrecognition. Key considerations of pre-service teachers are analysed as falling into two broad categories: feeling like a "professional", and considerations of equity (with "equity" being variously defined). I argue that a habitus formed within the neoliberal doxa of the education system in Australia provides fertile ground for these new teachers to feel like a "professional" in some schooling fields more than others, with an associated tension of needing to be either "selfish" or a "hero" when thinking about where they would like to work. I conclude by highlighting some of the difficulties present in each of these positions, both problematic if schools are understood as socio-cultural institutions located in a diverse national landscape. [ABSTRACT FROM AUTHOR]

School climate plays a vital role in a teacher’s job performance, satisfaction, and school effectiveness. There were abundant studies on school climate and effectiveness and its relationship with teachers’ job performance and job satisfaction for primary and secondary schools in developed and developing countries. Unfortunately, there were scarce studies on teachers’ satisfaction in underdeveloped countries with prolonged conflicts and government instability. This study investigated the influence of school climate on teachers’ job satisfaction in a conflict-affected country, Afghanistan. It employed a survey questionnaire to collect data from public high school teachers in the Takhar province of Afghanistan. The data were descriptively and inferentially analyzed with the aid of statistical package for the social sciences (SPSS). Despite prolonged conflicts and government instability, the study found a statistically positive correlation between school climate and high school teachers’ job satisfaction. It also revealed statistically significant differences in the satisfaction level of teachers by their demographic variables, i.e., gender, educational qualification, age, and working experience. The study suggests that education administrators, school leaders, and other stakeholders develop a policy advancing a peaceful and conducive learning environment to improve student’s learning outcomes, teachers’ job performance and satisfaction, and school effectiveness. Future studies may qualitatively examine schools in different parts of the country. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines challenges faced by academics in Zimbabwe's universities. With a particular focus on university teaching and research, the article draws upon empirical evidence from a survey study and in-depth semi-structured interviews with academics from four public universities. The survey findings suggest that years of university teaching experience, area of specialisation, professional title, and education levels are not strong determinants on the academics' view towards political instability as one of the main issues impacting their work. The qualitative interview data provide further evidence on how all the different academics consider political instability as a factor negatively impacting university teaching and research. The most significant finding is that academics blame government policies. The article identifies the variegated market-oriented policies adopted in the university as the cause of the challenges and consequently calls for an interrogation of the policy from Zimbabwean academics and all other concerned stakeholders in higher education. [ABSTRACT FROM AUTHOR]

Teachers are doing their job despite notoriously low pay, and the extrinsic and intrinsic factors that keep them in the profession are the subject of national and international research. In the present study, we investigate the subjective sense of professional success of teachers in secondary vocational education in the light of the type of institution in which they teach. Their questionnaire survey was carried out online (N=166) during the pandemic period, having been adapted to the situation. We wanted to assess factors of their sense of professional success, which are partly related to the classical role of a teacher, such as knowledge transfer, education of or cooperation with other actors in education, but also to hypothetical factors such as self-training and creativity. Our hypothesis that the prestige of the institution type and the professional satisfaction of the teacher are related was not confirmed, but the identified factors played a different role to varying degrees. [ABSTRACT FROM AUTHOR]

Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members' perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p <.001; RMSEA =.075 (90% CI = [.066, 0.085], p <.001); SRMR =.057; NNFI =.962; CFI =.969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members' perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted. [ABSTRACT FROM AUTHOR]

Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools. Less is known about teacher experiences in these alternatives. We explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n = 798) in May 2022. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support were significant predictors in each model. Private school teachers experienced greater job satisfaction and morale than traditional public school teachers; charter school teachers had greater levels of morale. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose This paper is to explore the factors that influence the professional identity of university teachers on their occupational happiness, and to understand and study the mediating role of psychological capital between a teacher's professional identity and a teacher's occupational happiness. Design/Methodology/Approach: This paper uses a quantitative approach to testing. And this paper randomly selected 209 teachers (including full-time teachers and managers) from the Hebei Academy of Fine Arts located in Shijiazhuang, Hebei Province, as the research subjects. Findings: There exists a positive correlation between a teacher's professional identity and their occupational happiness. Additionally, a positive association can be observed between a teacher's professional individuality and their psychological capital. Furthermore, a positive relationship can be identified between a teacher's psychological capital and their professional happiness. Psychological capital plays a mediating role between a teacher's professional identity and occupational happiness. Conclusion: Professional happiness is a manifestation of happiness at work, and psychological capital and professional happiness have the same theoretical basis and research orientation. The higher their sense of professional identity, the better their attitude towards work, and the higher their sense of professional happiness. Research Limitations/Implications: The sampling only comes from the Hebei Academy of Fine Arts located in Shijiazhuang, Hebei Province, China. The conclusion may not fit all levels of education and teachers' situations. Practical Implications: Universities could focus on improving the teacher's professional identity to improve their occupational Happiness, and universities could train teachers to gain psychological capital to help them keep a positive attitude towards their job to improve their occupational Happiness. Contribution to Literature: This study provides a structural framework for the relationship between psychological capital and occupational happiness that future researchers may use in their studies. The subsequent research could examine this model's applicability to the professional satisfaction of high school teachers or primary school teachers. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to investigate the function of justice as a moderator in the relationship between assault at work and teachers' perceptions of job satisfaction. The relational survey model of quantitative research methodology was used to ascertain the relationship between the study's variables. The sample of the research consists of 312 teachers working in one of the central districts of a city in the south of Turkey. Data was collected using assault on duty, justice, and work satisfaction scales. The data were analyzed with the help of an SPSS package program. The arithmetic mean, standard deviation, standard error, correlation, multiple regression, and modulating effect plot were used to analyze the data quantitatively. According to the findings of the study, it was determined that there is a negative relationship between an assault on duty and job satisfaction. In addition, as a result of the regression analysis, the moderating role of justice was found in the relationship between assault on duty and job satisfaction. According to this result, negative behavior, such as pressure, violence, intimidation, and deterrence, should be eliminated to improve teachers' productivity and performance. [ABSTRACT FROM AUTHOR]

Changes in the teaching methods of students, especially during the COVID-19 crisis phase and the endemic transition, caused increased teacher stress. Therefore, this study examines the relationship between teacher stress and job satisfaction among government and private elementary school teachers. This study used a cross-sectional survey design in which elementary school teachers in Gombak were selected by convenience sampling. One hundred and fifty elementary school teachers participated in this study, including 75 government and 75 private elementary school teachers. The online questionnaire consists of the Teacher Stress Inventory (TSI) and the Short-Form Minnesota Questionnaire (MSQ). Descriptive analysis, Pearson's correlation, and the independent t-test were used to find the relationship between teacher stress and job satisfaction and the difference between teacher stress and job satisfaction between government and private elementary school teachers. Findings revealed a negative correlation between teacher stress and job satisfaction [r(148)= -0.23, p = 0.005]. Furthermore, there is a significant difference in teacher stress and job satisfaction between government and private elementary school teachers [t(148) = 2.50, p = 0.014]. Private school teachers have been found to have higher teacher stress and job satisfaction than government school teachers. Although, with some limitations, the present study has contributed to existing knowledge and literature identifying why teachers' well-being needs greater attention, as well as alarming the management of both private and government schools, providing avenues to reduce the stress level among teachers in promoting job satisfaction and enhancing teaching effectiveness. [ABSTRACT FROM AUTHOR]

This study aims to examine the co-existing patterns of teachers' satisfaction with personal lives and online teaching, and the factors of these patterns during the pandemic. Self-report questionnaire was administered to 751 primary and secondary school teachers in China during the pandemic. Latent profile analysis and multiple logistic regression were used. We found four patterns: Low satisfaction, High life–Low teaching satisfaction, Low life–Medium teaching satisfaction, and High satisfaction group. Sense of control was more associated with High life–Low teaching satisfaction group. Teaching efficacy and family interference with work were more associated with High satisfaction group. Job burnout and work interference with family were more associated with Low satisfaction and Low life–Medium teaching satisfaction group. The findings indicate the heterogeneity of teachers' satisfaction with personal lives and online teaching during the pandemic. Grade, sense of control, teaching efficacy, job burnout, and work–family conflict are important factors. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to determine the relationship between self-efficacy and job satisfaction of teachers Turkish teaching as a foreign language. The mixed methods study was used by collecting quantitative and qualitative data from teachers. The study was conducted with 150 Turkish teachers working in different countries. Interviews were conducted with 12 participants selected from the sample. Participants voluntarily participated in the study. Job satisfaction scale, general self-efficacy scale, and interview guide were used to collect data. In the study, they have used scales with high validity and reliability and an interview guide prepared by the researcher. Data has been collected online. In the analysis of the data, t-test, ANOVA, correlation, and regression analysis were performed using the SPSS 22.0 package program. Content analysis was used for qualitative data. According to the results, it was determined that there were significant differences according to the variables of gender, age, place of work, and professional seniority. Positive and significant relationships were found between teachers' self-efficacy perceptions and job satisfaction, and it was determined that self-efficacy predicted job satisfaction. It was determined that general self-efficacy and job satisfaction have an important effect on solving problems in professional life. The results of the research are expected to guide the professional life of language teachers. [ABSTRACT FROM AUTHOR]

Workplace bullying is a serious issue among teachers in South Africa, with detrimental effects on their physical and mental health, job satisfaction, and overall wellbeing. This article examines the legal remedies available to teachers who are victims of workplace bullying. These remedies include delictual liability, vicarious liability, constitutional claims, dispute resolution mechanisms, constructive dismissal, criminal law, and civil law, each of which provides a different avenue for teachers to seek legal redress. These approaches include compensation for damages, protection of their constitutional rights, and criminal charges against the person(s) accused of bullying. However, barriers such as lack of legal literacy, fear of retaliation, and cost and time constraints, may prevent teachers from accessing legal support. To address these barriers, teachers need adequate legal support and resources. This process includes legal aid services and training programmes on constitutional rights and procedures. This study utilizes a document analysis approach to examine relevant laws, policies, and case law related to workplace bullying. Future research could explore the effectiveness of different legal remedies in addressing workplace bullying among teachers. It could also explore both the facilitators of legal support and the barriers to accessing such assistance. Policy development could focus on strengthening legislative protection for teachers and victims of workplace bullying. This practice could include the development of specific legislation or regulations that address workplace bullying and provide clear guidelines for instigating legal action. This study found that the legal resources available to teachers who are victims of workplace bullying in South Africa offer different avenues for seeking legitimate redress. As indicated above, these processes include compensation for damages, protection of constitutional rights, and criminal charges against the perpetrator(s) of intimidation. However, obstacles preventing teachers from accessing legal support include a lack of legal literacy, fear of retaliation, and cost and time constraints. Overall, this article contributes to a better understanding of the legal framework surrounding workplace bullying in South Africa. It provides insights into the ways in which legal remedies can be utilized to protect teachers' rights and prevent workplace bullying. [ABSTRACT FROM AUTHOR]

Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher–student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student–teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom‐level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms. [ABSTRACT FROM AUTHOR]

In recent years a suite of policies and practices that are strongly influenced by efforts to make the work of educators and education providers more accountable, have had a powerful impact across the sector in settings such as Australia. In part, this goes some way to explaining why many working in the teaching profession report being dissatisfied with their role in education, and significant numbers leave the profession within the initial 5 years in Australia. Both in this context and beyond, there is a growing chorus of voices that encourage finding ways to push back and interrupt the impacts of accountability initiatives in education. Teacher education is itself one of the contexts in which this contestation is playing out, and whether it be voiced in terms of reimagining, revolutionising, or reclaiming education, the core sentiment can be interpreted as a type of call to arms for those working with educators. In this paper, I will make the case that punk can productively contribute to efforts responding to the influences of dominant culture in education. Punk in this usage can be thought of as social practices that generate cultural resources that can be utilised to question and critique dominant culture. [ABSTRACT FROM AUTHOR]

This study aims to identify: i) The effect of teacher welfare, self-sustaining development, job satisfaction, and teacher performance on the teaching professional attitude; ii) The effect of teacher welfare on self-development, job satisfaction, and teacher performance; iii) The effect of self-sustaining development on the professional attitude, welfare, job satisfaction, and teacher performance of teachers; and iv) The effect of teacher job satisfaction on teaching performance. This study was quantitative research with a correlational type. The sample was 155 vocational high school teachers in Central Java, Indonesia. Data was collected through a questionnaire technique. The data analysis technique used structural equation modeling with the linear structural relationship type. The study revealed that the teacher's professional attitude has an effect on teacher welfare but not on self-development, job satisfaction, or teacher performance. Teacher welfare has an effect on independent development but has no effect on teacher performance. Hence, independent development does not affect job satisfaction but affects teacher performance. Furthermore, job satisfaction has no effect on teacher performance. These findings can be used as study material for future researchers to analyze the research variables or other variables, such as leadership style, work motivation, work discipline, and others. [ABSTRACT FROM AUTHOR]

This research predicted Ethical Leadership from the perspective of Perceive Work Environment and Organizational commitment in the opinion of teachers in Karachi. Literature reported that the concept of Ethical Leadership has never been addressed from the perspective of the Perceived working environment and Organizational Commitment. Recent studies suggested the gap by highlighting the missing relationship b/w Ethical Leadership and the Perceived working environment in school organizations. This survey was conducted on teachers in different schools in Karachi, ranging from Public to private and primary to secondary schools. Under the quantitative paradigm, a regression model was used to predict EL from the perspective of PEW and OC. Out of 600, 560 questionnaires were received, and the participants for the study were chosen using a Simple random technique. A questionnaire was developed for measuring the opinion of teachers regarding EL, PEW, and OC with 33 items on 5 points Likert scale. Data was analyzed using PlS-Sem and SPSS. Findings suggested a positive correlation between EL, PWE, and OC. This research recommends more research on motivational and job satisfaction from the perspective of Ethical Leadership at the school level. [ABSTRACT FROM AUTHOR]

Transformational Leadership is widely discussed area of leadership which has various aspects to influence job satisfaction of teachers under their control. The present study is speaking the principals' transformational leadership style impact on teachers' job satisfaction. Main objective of this study was to find out the impact of transformational Leadership on job satisfaction of teachers. Data was collected through questionnaire distribution from 50 teachers of 23 secondary schools of shahfaisal town, Karachi and results analyzed through SPSS version-25 with graphs. It was found that the hypothesis is rejected on basis of regression analysis and proved that there is significant impact of tranformational leadership on teachers' job satifaction in secondary schools of shahfaisal town, karachi. On the basis of ANOVA results, the overall model is significant. It is recommended Government should initiate policy and training programs for teachers' career productivity. [ABSTRACT FROM AUTHOR]

Teachers, particularly in developing contexts, were vulnerable populations during the COVID-19 pandemic. As natural parental figures for students, they had to reconcile the dual role of ensuring the safety and health of students and their own and their family's well-being. The external crisis of COVID-19 heightened the negative experiences of teachers in their work environments during both online and physical instruction. This qualitative phenomenological study involving thirty (30) secondary school teachers in Ghana took a comprehensive and fresh look at how COVID-19 impacted the work motivation of teachers. It was found that teachers suffered a great deal of stress in the wake of the pandemic and had to face mounting concerns about their working conditions. The low morale of teachers precipitated by COVID-19 made them develop attrition intentions. However, intrinsic and altruistic traits such as passion, the feeling of responsibility, and the desire to contribute to society and foster student development made teachers resilient towards the deleterious effects of the pandemic to promote optimal teaching. Future studies should investigate the installation of support structures that strengthen the motivation of teachers in unforeseen crises. [ABSTRACT FROM AUTHOR]

The present study aimed at analysing the impact of teachers' perceived family and colleague support and work engagement on their well-being and life satisfaction during the first European wave of the COVID-19 pandemic. While implementing distance learning and complying with school closures, 1036 Italian teachers took part in an online survey. A structural equation path model showed that perceiving to be supported by family members directly influenced teachers' well-being and life satisfaction. The perceived support of colleagues promoted life satisfaction directly and indirectly via increased teachers' work engagement, whereas teachers' well-being only indirectly. Our findings offer insights into how to better support teachers during times of crisis by creating a good and healthy work environment, which promotes teachers' well-being. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic that swept through higher education institutions between 2020-2021 forced a number of different changes in Mexican university teachers. A digital survey with an ad hoc technostress scale was responded by 176 Mexican higher education teachers to measure their perceived technostress levels. The quantitative results were then used to create a simple classification matrix were the teachers were categorically divided in four different groups so as to identify which group was the most and least technostressed as well as most and least satisfied with their jobs. [ABSTRACT FROM AUTHOR]

This research focused on teachers’ perceptions about the relationship between the competence of the School Management Team (SMT) in using an ethical foundation as an aspect of holistic leadership, and its impact on their job-satisfaction. This quantitative study adopted the epistemological standpoint of positivism. Seven hundred (700) educators across all post- levels in public and private schools in the provinces of Gauteng,Mpumalanga and KwaZulu-Natal responded to the survey questionnaire. Initial analyses indicated that the participants were indecisive concerning their perceptions about the ethics of their SMTs’ leadership enactments. However, the Structural Equation Model revealed a positive and direct relationship between educators’ perceptions of their SMTs’ competence in adopting an ethical foundation pertaining to their leadership enactments, and the degree of job-satisfaction amongst educators. It was concluded that adopting an ethical foundation in school leadership is of significant value. It is apparent that an ethical foundation which is key to job-satisfaction, when practised by school leadership, has the potential to achieve sustainable development goals through its impact on the personal and professional development of teachers. [ABSTRACT FROM AUTHOR]

Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job satisfaction for teaching physical education. Results: An exploratory factor analysis provided preliminary support with the instrument comprising four types of teachers' orientation: mastery, ability-approach, ability-avoidance, and work-avoidance goals. A confirmatory factor analysis and multi-step invariance tests further corroborated the four-factor construct with acceptable reliabilities. Its predictive validity was also confirmed by the associations between job satisfaction and mastery goals and abilityapproach goals. Discussion/Conclusion: Overall, the findings lend evidence to the conceptual validation of the structure of teachers' goal orientations. It is suggested that physical education teachers' individual differences in construing success be considered and instructionally addressed during teaching and learning. [ABSTRACT FROM AUTHOR]

Previous research into approaches to support the wellbeing of teachers have been informative in understanding the sources of stress and burnout, and, strategies to help teachers cope with the demands of the profession. However, less research has focused on approaches that promote wellbeing in a proactive and preventative way, a notion captured by the field of positive psychology. This study aimed to explore how school-based positive psychology interventions are delivered to foster teacher wellbeing, drawing on evidence from ten studies in a qualitative systematic review. The results indicated that interventions included mindfulness-based, multi-modal programs, and, gratitude interventions. All reported outcomes were positive, with some findings indicating that the structure of the interventions was as important to success as the content of the programs. Six common core elements were identified, including voluntary participation, the use of multiple methods, context-specific design, group format, professional instructors, and, weekly sessions. Based on the exisiting literature and an emphasis on common unifying findings, this review highlights the potential of positive psychology interventions in supporting teacher wellbeing by providing practical insights for schools, teacher educators, and, policymakers. [ABSTRACT FROM AUTHOR]

This study sought to better understand the impact of the COVID-19 pandemic on college instructors' professional and personal well-being. Specifically, this study explored whether new communicative roles emerged in instructor-student communication about mental health. Additionally, it investigated associations among instructors' communicative roles and their experiences of burnout, teaching satisfaction, and mental health indicators (i.e., depression, anxiety, and stress). Results of independent-samples t-tests (N = 140) suggest that instructors identifying as empathic listeners experience higher rates of depression, anxiety, and stress than instructors identifying as a referral source for students expressing mental health concerns. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Literature article Reviewing the Effect of Motivation, and Locus of Control on Job Satisfaction and Teacher Performance is a scientific article that aims to build a research hypothesis on the influence between variables that will be used in further research, within the scope of Human Resource Management. The method of writing this Literature Review article is the library research method, which is sourced from online media such as Google Scholar, Mendeley and other academic online media. The results of this Literature Review article are: 1) Motivation has an effect on Job Satisfaction; 2) Locus of Control has an effect on Job Satisfaction; 3) Motivation has an effect on teacher performance; 4) Locus of Control has an effect on teacher performance; and 5) Job Satisfaction has an effect on teacher performance. [ABSTRACT FROM AUTHOR]

This study aimed to examine the possible impact of individual characteristics of teachers on their job satisfaction in the elementary schools of Southern Papua, Indonesia. To do so, two survey questionnaires were distributed to 319 respondents. Employing the SPSS software version 21, obtained data were statistically analyzed using simple linear regression. Result of the data analysis revealed a significant positive impact of the individual characteristics of teachers on their job satisfaction in the elementary schools of Southern Papua. This study provides knowledge on how the individual characteristics of elementary school teachers affect their job satisfaction within the real context of Southern Papua. Therefore, finding of this study may supposedly contribute the body of knowledge by providing the valuable extension of relevant studies in other parts of Indonesia as well as in other countries. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine varied responses on sociodemographic profile of couple DepEd teachers in the new normal in terms of age, highest educational attainment, school attainment, position, school designation, salary grade level, take-home pay, years in service, number of children, years of being married, family size and another source of income, exploring different lived experiences of couple DepEd teachers along childcare/dependent care, support from family, self – management, life expectations, life satisfactions, workplace support, workload, financial management, work expectations and work satisfactions and recommend a policy framework that can be suggested in responding to the work life balance of couple DepEd teachers in the new normal. This research is focused on the Province of Masbate, specifically in the municipality of Mandaon. Five couple teachers who are teaching in public schools were pre – selected. The study employed qualitative method of research, specifically phenomenological analysis to gather the lived experiences of five couple DepEd teachers. A descriptive phenomenological approach to inquiry revealed that socio-demographic profile of couple DepEd teachers in the new normal is varied but related with each other in terms of age, educational attainment, position, designation, salary grade level, take-home pay, years in the service, and years of being married. Lived experiences of couple DepEd teachers in the new standard can be divided into work (workplace support, workload, financial management, and work expectations) and life (childcare, support from family, self–management, life expectations, life satisfaction, and financial management). Work and life experiences are factors that affect the work life balance of couple DepEd teachers. The researcher recommends a policy rooted on work and life satisfaction which are needed as measures for a right work life balance in the new normal. [ABSTRACT FROM AUTHOR]

The research aimed to analyze the effectiveness of a training program for K-12 teachers in improving their perceptions of flourishing, job satisfaction, work as meaning, and efficacy, as well as their students' academic performance. The study involved 147 K-12 teachers and 3544 students. A 'quasi-experimental' pretest-posttest with a control group design was adopted. The results showed significant improvements in students' academic performance and in all teacher variables in the experimental group. Targeting interventions towards K-12 educators has immense potential to profoundly influence students' academic growth by increasing their interest and competence in STEM disciplines. • The program empowers teachers to manage change and enhance their competencies according to their unique needs. • The program emphasizes project-based learning, real-life problem-solving, and interdisciplinary concepts. • Nurturing emotional and teaching efficacy competencies is crucial for effective teaching in STEM fields. • Teachers improved job satisfaction, teaching efficacy, and enjoyment in their profession. • Trained teachers contributed to enhanced students' academic achievement and STEM competencies. [ABSTRACT FROM AUTHOR]

The main purpose of the study was to investigate the servant leadership behaviors and teachers' job satisfaction in EL Daien secondary schools in Sudan. The research design employed was a descriptive survey with mixed approaches. The sources of data for this study were secondary school teachers and school principals. The main data collection instrument was questionnaires for teachers. In addition, the sample school principals were interviewed. The sample consists of 650 teachers and 10 principals. Teachers were selected using simple random sampling; the school principals were selected using purposive sampling. The questionnaires were given to 284 teachers, and the interviews were given to 8 principals; 284 teachers and 8 principals completed and returned the questionnaires. The mean, standard deviations, an independent samples t-test, Pearson correlation were employed for data analyses. The qualitative data were analyzed using the thematic analysis and interview method. Hence, the study came up with major findings. First, there is a lower level of servant leadership practices in EL Daien secondary schools. Secondly, Strong positive relationship was revealed between servant leadership behaviors of school principals and teachers' job satisfaction and servant leadership was a significant predictor of teacher job satisfaction. Thirdly, there is an average level of a teacher's job satisfaction in EL Daien secondary schools in term of payment. Moreover, the school's principals are recommended that to instate servant leadership and equip themselves and others with the required knowledge and skills, this may also help record better performances and achieve the goal of the schools. In addition, researchers are recommended to conduct longitudinal studies and test long-term correlations and causality between servant leadership and teachers' job satisfaction in Eldaien secondary schools. Consequently, they may come up with better insights and results that can add value to the existing body of knowledge and practices. [ABSTRACT FROM AUTHOR]

Motivation, teaching satisfaction, loneliness and affects are signifi cant variables concerning the quality of teaching performance. Nevertheless, the presence of the homebased teaching during COVID-19 could have infl uenced these variables. As such, the goals of this research were to examine whether there are sex differences in teacher’s motivation, teaching satisfaction, loneliness and affects; and if there is any association of age on teacher motivation, teaching satisfaction, loneliness and affects. A sample of 315 teachers (Mage=41.95; SD=10.18) participated in the study and fulfi lled a series of self-report questionnaires during COVID-19 homebased teaching. Results revealed signifi cant sex differences in identifi ed regulation, loneliness, and balance of negative affects. In particular, female teachers reported signifi cantly higher scores in identifi ed regulation and balance of negative affects and men reported higher scores in loneliness. In conclusion, it should be considered to create interventions to help teachers to reduce the negative consequences of loneliness and negative affects on teaching performance and to enhance motivational profi les, especially among men teachers. [ABSTRACT FROM AUTHOR]

Introduction: Teachers' job satisfaction which has a positive effect on the quality of education, students, teachers and schools is significant for the successful functioning of schools. On the other hand, the increase in the level of dissatisfaction causes disciplinary problems, inefficiency, job dissatisfaction, alienation from the job, or leaving the job. Therefore, research on teachers' job satisfaction can help to understand the general and specific aspects of teachers' job satisfaction, which in turn this information can provide a scientific basis for solving problems. Methods: The study uses quantitative research methodologies based on a correlational research. The research data obtained the convenience sampling method from 396 teachers who work for public schools in the province of Denizli in Turkey. Multiple regression was used for analysis. Results: The results of the study showed that organizational justice, perceived stress and leadership support are all significant predictors of teachers' job satisfaction. The relative importance order of the specified variables in predicting teachers' job satisfaction is organizational justice, perceived stress and leader support, respectively. Predictor variables account for approximately 50.4% of the total variance in teachers' job satisfaction. Discussion: Within the scope of the research, the relationships determined between job satisfaction, organizational justice, perceived stress and leader support are consistent with the results of the research conducted on teachers and other professional groups in the literature. Implications of the study results were discussed in detail. Limitations: In addition to its contributions to the literature, the research also has some limitations. Basically, correlational research results can be useful to reveal the existing relationships between variables, but it should be emphasized that these relationships are not causal ones. Furthermore, the use of convenience sampling method among non-random sampling methods can be considered as another limitation. However, the consistency of the relationships determined between the variables of the study with the existing literature indicates that the bias due to this limitation is relatively low. Conclusion: The results of the study indicated that the order of relative importance in educational policies and practices that will take teachers' job satisfaction into account should be structured as organizational justice, perceived stress and leader support. However, it is thought that holistic approaches that include all variables can be more effective, since variables of organizational justice, perceived stress and leader support are significantly associated with teachers' job satisfaction. [ABSTRACT FROM AUTHOR]

This article describes the meanings teaching work acquires in precarious contexts. The meanings are taken from the point of view of a group of students of a teacher training program in San Martín. The hypothesis is that within social conditions of uncertainty for the teaching work, this activitty becomes an option to challenge conservative discourses and practices which deepen social and educational inequalities. The study is developed through an exploratory qualitative methodological approach. It uses in-depth interviews carried out since 2018 to the present. The interviews were made to first- and fourth-year students of the training course. Some of the results indicate that students desire regarding teaching are produced to respond to the need of doing something for the place they inhabit. That includes the desire of social change, to get some kind of social recognition, and to be able to transmit knowledge which may allow school students to be happy or to forget for a few moments the daily sadness. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the design of learning commons in three secondary schools as they related to teachers. The frequency and quality of collaboration among teachers, and between teachers and teacher librarians, was measured along with perceptions of engagement, job satisfaction, and design attributes germane to the learning commons model. Teachers at one school responded more positively than those at the other two schools. Significant differences in teachers' reactions to the new spaces were found within each school. This study partly substantiated the benefits of the model. Findings uncover limitations in how learning commons accommodate teachers' professional needs. [ABSTRACT FROM AUTHOR]