scholarly journals School Climate Indices as Predictors of Teacher Job Satisfaction and Performance in Oyo State, Nigeria

2021 ◽  
Vol 6 (2) ◽  
pp. 51
Author(s):  
Ibikunle F. Akinnola ◽  
Afolakemi O. Oredein
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Teacher Job Satisfaction ◽  
Climate Indices ◽  
And Performance

Middle School Organization, Teacher Job Satisfaction, and School Climate

1981 ◽  
Vol 6 (1) ◽  
pp. 48-57 ◽  
Author(s):  
Patricia Ashton ◽  
Nancy Doda ◽  
Rodman B. Webb ◽  
Stephen Olejnik ◽  
Marilyn McAuliffe
Keyword(s):  
Job Satisfaction ◽  
Middle School ◽  
School Climate ◽  
School Organization ◽  
Teacher Job Satisfaction

PENGARUH KEPEMIMPINAN INSTRUKSIONAL DAN IKLIM SEKOLAH TERHADAP KEPUASAN KERJA GURU PADA SEKOLAH DASAR NEGERI SE-KECAMATAN PAMIJAHAN KABUPATEN BOGOR

2019 ◽  
Vol 1 (2) ◽  
pp. 198-206
Author(s):  
Aji Aji ◽  
Qowaid Qowaid ◽  
M Faqihuddin
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Instructional Leadership ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Influence ◽  
Teacher Job Satisfaction ◽  
Research Hypothesis ◽  
Level Of Confidence ◽  
Calculation Results

ABSTRACT The principal is an important leader at the school level. They have many functions of daily work at school to improve the teaching and learning process. However, the reality is that many school principals are apparently too busy with all the daily responsibilities in managing and running a school. This gives the impression that the principals must give a lot of attention to becoming instructional leaders because this can help a lot both in the teaching and learning process which can lead to the quality of education. In addition, the school is an organization that has certain objectives that must be achieved. To achieve this goal, the climate of the school organization is very important. On the basis of the above, it is clearly seen that job satisfaction of a teacher is determined by at least two supporting variables, including the leadership of the school principal and the school climate. Based on these ideas the researcher is interested in conducting a study conducted to reveal two variables that are significantly related. The purpose of this study was to determine the effect of instructional leadership style and school climate both partially, and together with the teacher's job satisfaction. The approach in this research is a quantitative approach. The unit of analysis in this study was the Public Elementary School in Pamijahan sub-district, Bogor Regency, while the respondents consisted of PNS SDN teachers in Pamijahan, Bogor Regency. Based on the results of a simple regression test, from the calculation results obtained t count of 2.786 while the table at the level of confidence α = 0.05 with dk = 48 is equal to 2.010. Based on the results of testing the significance of the correlation shows that tcount> ttable (2.786> 2.010). Thus the research hypothesis which states that there is a positive influence of instructional leadership (X1) on teacher job satisfaction (Y) is proven true. From the calculation results obtained t count of 3.832, while t table at the level of confidence α = 0.05 with dk = 48 is equal to 2.010. Based on the results of testing the significance of the correlation shows that t arithmetic> t table (3,832> 2,010). Thus the research hypothesis which states that there is a positive influence of the school climate (X2) on teacher job satisfaction (Y) is proven to be true. Furthermore, based on multiple regression tests Based on the results of the significance test of multiple linear regression equations obtained Fcount of 7.199 while Ftable for the denominator 2 and numerator 47 for the level of trust α = 0.05 of 3.20 which means the value of Fcount> Ftable (7.199> 3.20) . This shows that Ho was rejected, meaning Ha who stated there was a positive influence of instructional leadership and school climate together on teacher job satisfaction was acceptable. Keywords: Instructional Leadership, School Climate and Job Satisfaction Teacher.

scholarly journals TRANSFORMATIONAL LEADERSHIP, SCHOOL CLIMATE AND TEACHER JOB SATISFACTION

2021 ◽  
Vol 6 (42) ◽  
pp. 508-518
Author(s):  
Mohd Akhmarudi Mohd Yusoff ◽  
Siti Noor Ismail
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
School Climate ◽  
Principal Leadership ◽  
Sampling Method ◽  
Secondary School Teachers ◽  
Teacher Job Satisfaction ◽  
School Principal ◽  
School Teachers ◽  
Education Development

The Malaysia Education Development Plan 2013-2025 focuses on empowering school principal leadership as the main platform for developing school excellence. Therefore, this study was conducted to look at the transformational leadership relationships practiced by principals into two main elements that influence school excellence, namely the school climate and also teacher job satisfaction. A cross-district survey was used to collect data involving regular daily secondary school teachers in Kelantan. A total of 390 teachers from the population of 10866 were randomly selected using the grade sampling method. The instrument consists of 20 items already used to measure transformational leadership among principals (Femke Geijsel, Peter Sleegers & Rudolf van den Berg, 1999), 3 things to measure teacher job satisfaction (Johnson, Stevens & Zvoch, 2007), and 21 items used to measure school climate (James Griffith, 2003). The data were analyzed using IBM SPSS Version 25.0. The findings show that there is a significant positive relationship between transformational leadership towards the school climate and teacher job satisfaction. The findings can be used by school leaders in efforts to develop the school climate and environment as well as to adopt recommended approaches to improve teacher job satisfaction levels.

School leadership and its impact on student achievement

2016 ◽  
Vol 30 (6) ◽  
pp. 941-958 ◽  
Author(s):  
Vartika Dutta ◽  
Sangeeta Sahney
Keyword(s):  
Job Satisfaction ◽  
Student Achievement ◽  
Transformational Leadership ◽  
School Climate ◽  
Instructional Leadership ◽  
School Leadership ◽  
Student Outcomes ◽  
Leadership Behaviors ◽  
Teacher Job Satisfaction ◽  
Content Type

Purpose – The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals’ instructional and transformational leadership practices on student outcomes. Design/methodology/approach – Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals’ instructional and transformational leadership behaviors, teachers’ perception of the school climate (social and affective, and physical environment), their job satisfaction and student achievement. The benefits of the principal’s leadership behaviors for student achievement are primarily hypothesized as indirect, with either a weak or statistically non-significant direct positive effect on student outcomes. Path modeling was applied to validate a mediated-effects model using cross-sectional survey data (306 principals, 1,539 teachers) obtained from 306 secondary schools in the two Indian metropolitan cities of New Delhi and Kolkata. Findings – Principal leadership behaviors were not associated directly with either teacher job satisfaction or school-aggregated student achievement. Rather, the transformational leader behavior showed an indirect effect, through the social and affective component of the school climate, on teacher job satisfaction. The physical climate, however, appeared to play a dominating role in mediating the instructional leadership effects on teacher job satisfaction. Comparing the relative indirect effect sizes of the instructional and transformational leadership behaviors on student achievement, principals appear to favor the former approach. Originality/value – This study provides further empirical evidence that instructional leadership better captures the impact of school leadership on student outcomes, when compared to its transformational counterpart. By identifying the relative effects of different leadership practices, school leaders and educational practitioners can focus more on altering the distribution and frequency of those practices that work best for ameliorating student achievement levels.

ANTECEDENTS AND CONSEQUENCES OF ORGANIZATIONAL JUSTICE

2016 ◽  
Vol 12 (02) ◽  
Author(s):  
Reeta Yadav
Keyword(s):  
Job Satisfaction ◽  
Organizational Justice ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Turnover Intentions ◽  
Research Work ◽  
Citizenship Behavior ◽  
Future Research ◽  
Antecedents And Consequences ◽  
And Performance

Employee’s perception regarding fairness in the organization is termed as organizational justice. The objective of this paper is to study the antecedents and consequences of organizational justice on the basis of earlier relevant studies from the period ranging from 1964 to 2015. Previous research identified employee participation, communication, justice climate as the antecedents and trust, job satisfaction, commitment, turnover intentions, organizational citizenship behavior and performance as the consequences of organizational justice. Finding reveals the gaps existing in the literature and gives suggestions for future research work.

Sign in / Sign up

Export Citation Format

Share Document