Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

2021 ◽  
pp. 089202062110194
Author(s):  
Aida Mokhtar ◽  
Vatimetou Mokhtar Maouloud ◽  
Asafa Kafayat Omowunmi ◽  
Mohamad Sahari bin Nordin
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Self Efficacy ◽  
Primary Schools ◽  
Mediating Effect ◽  
School Teachers ◽  
Primary School Teachers ◽  
Validated Questionnaire ◽  
The Relationship

The aim of the paper is to establish the mediating role of teachers’ self-efficacy in the relationship between teachers’ job satisfaction and teachers’ commitment of primary school teachers in Malaysia. Although several scholars have established the relationship between teachers’ commitment and job satisfaction, this is the first study that tests the mediating effect of self-efficacy in the relationship of job satisfaction and teachers’ commitment in primary schools in Malaysia using motivation-hygiene theory. The research study used a validated questionnaire on a sample of 984 teachers and the research questions in the study were addressed by using structural equation modelling. The findings were that self-efficacy significantly mediated the relationship between primary school teachers’ commitment and job satisfaction, both teachers’ commitment and self-efficacy had significant and direct impacts on the job satisfaction of primary school teachers and the presence of self-efficacy enhanced teachers’ commitment and improved the job satisfaction of primary school teachers in Malaysia. It is clear that teachers needed to be communicated on the importance of having greater self-efficacy for better commitment and job satisfaction. As the study used a cross-sectional research design that was quantitative-oriented, in future, interviews could be adopted for a more inductive examination of teachers’ job satisfaction, self-efficacy and commitment. The primary schools in Malaysia should consider the role of self-efficacy in improving job satisfaction among teachers in Malaysia by adopting strategies that would enhance teachers’ self-efficacy so as to spur them to perform better at their jobs.

scholarly journals The Organizational Slack of Primary Schools Principals in Minia Governorate and its Relation to Teachers' Job Satisfaction

2019 ◽  
Vol 7 (12) ◽  
pp. 440-461
Author(s):  
Dalia Taha Mahmoud Yousef
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Organizational Slack ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Points Of View ◽  
The Relationship

       The current study aimed to identify the reality of organizational slack among primary school principals and job satisfaction among primary school teachers, Minia Governorate, Egypt; and to monitor the relationship between organizational slack among primary school principals and teachers' job satisfaction. The study utilized the descriptive research methodology relying on a questionnaire as a study tool prepared by the researcher, which was applied to a sample consisted of 531 teachers in the primary schools in Minia Governorate centers. Results of the study revealed that the level of organizational slack among primary school principals from teachers' points of view were moderate in all dimensions of this axis which were as follows: laws and regulations, administrative and technical tasks, the relationship with colleagues and the relationship with students and that the level of job satisfaction among primary school teachers in Minia Governorate centers from teachers' points of view were high in the dimension of the nature of work inside the school; while it was moderate in the dimensions of laws and regulations regulating work and the relationship with principals, in addition it was law in the dimension of salaries, rewards and promotions. Results also indicated that there was a statistically significant relationship at the level of (α ≥0.001) between the organizational slack and job satisfaction dimensions in primary schools in Minia Governorate centers at a moderate level from teachers' points of view.

scholarly journals The Impact of Occupational Stress on Job Satisfaction Among Kenyan Primary School Teachers

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Emily Jepkoech Koros ◽  
John M. Momanyi ◽  
Carolyne K. Chakua
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Occupational Stress ◽  
Primary Schools ◽  
Teaching Profession ◽  
School Teachers ◽  
Primary School Teachers ◽  
Study Results ◽  
The Impact ◽  
The Relationship

Teaching profession has been hit by high teacher turnover and attrition resulting in shortage of teachers in primary schools. The purpose of this study was to determine the impact of occupational stress on job satisfaction among primary school teachers in Nandi County, Kenya.  The main objective was to find the relationship between occupational stress and job satisfaction. This study adopted the explanatory survey research design. The study targeted a total of 1652 primary school teachers. Simple random sampling technique was used to select a sample of 312 teachers. The main data collection instrument was a questionnaire for the teachers. The data collected was analysed through the use of SPSS by regressing and correlating occupational stress and job satisfaction in order to determine the strength of the relationship. The study results indicated that there was a positive relationship between occupational stress and job satisfaction (β = .527, p = .000). The coefficient of determination (R2 =  .452) for the estimated model indicated that 45.2% of the deviations in occupational stress contribute towards job satisfaction among  primary school teachers. A majority of the primary school teachers are dissatisfied with teaching and if given an opportunity would leave teaching for other professions. The study recommends that it is imperative of government and other stakeholders in education to ensure a high level of career satisfaction for highly qualified and experienced teachers.

scholarly journals Examining the Relationship between Post Primary School Teachers Job Satisfaction and Empowerment on Turnover Intention in Katsina State Nigeria

2020 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Abba Yangaiya Salisu
Keyword(s):  
Job Satisfaction ◽  
Regression Analysis ◽  
Primary School ◽  
Turnover Intention ◽  
Primary Schools ◽  
School Teachers ◽  
Primary School Teachers ◽  
Satisfaction Questionnaire ◽  
Independent Variables ◽  
The Relationship

The study focuses on the influence of post primary schools teacher’s Job Satisfaction and Empowerment on turnover intention in Katsina state Nigeria. Job Satisfaction Questionnaire (JSQ), Empowerment Questionnaire (EQ) and Turnover Intention Questionnaire (TIQ) were used to get the data used in this study. All the questionnaires were adopted and adapted. The data was analyzed using multiple regression analysis via SPSS version 20.0. The results indicate that the independent variables influences turnover intention of post primary school teachers (R2 .51). In addition, among the independent variables, Job satisfaction best influences turnover intention of post primary school teachers.  The results would be useful to the stakeholders as before now few studies were conducted in the area in Nigeria in general and Katsina state in particular.

scholarly journals The role of the leader in the institutional communication process in TRNC primary schools

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Mert Baştaş ◽  
Hüseyin Aktunç
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
General Purpose ◽  
Communication Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Leading Role ◽  
Institutional Communication

The general purpose of this research is the examination of the role of the leader in the institutional communication process in TRNC primary schools. While conducting the research, principals and deputy principals, who are administrators in primary schools, were accepted as leaders in schools. At this point, it has been tried to determine how teachers perceive corporate communication in TRNC primary schools and whether their administrators show a leading role in terms of communication skills. Among the most important results of the research; Primary school teachers with a bachelor's degree had a more positive attitude towards the communication skills of their administrators than primary school teachers with a master's degree. Most of the teachers (69.4%) participating in our study stated that the most important feature that a leader should have is "effective communication skills".

scholarly journals Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

2019 ◽  
Vol 9 (12) ◽  
pp. 124 ◽  
Author(s):  
Marina Besi ◽  
Maria Sakellariou
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Family Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year ◽  
Parents And Children ◽  
Role Of Parents ◽  
Appropriate Practices

Internationally, a great number of researchers have pointed out the significance of school–family relationship in the process of children’s transition to primary schools. However, only recently has it been a subject of research in Greece. The purpose of this particular research, which has a sample of 1602 pre-primary and primary school teachers, is to investigate teachers’ viewpoints on the role of parents in the process of their children’s transition to primary school. Data has been collected through the use of questionnaires. Statistical analysis has shown that the overwhelming majority of teachers consider cooperation with parents as necessary. They indicate that the most important factors for successful transition are parents’ level of trust in teachers, their views on schools and learning, and their support for the new situation their child experiences. As far as the most appropriate practices are concerned, almost all teachers mention updating parents at the beginning of the school year, while many suggest that parents and children visit primary schools and that common meetings of both kindergarten and primary school teachers with parents take place before school begins. It therefore seems that teachers acknowledge the role of parents in the process of transition and suggest appropriate practices for their participation.

scholarly journals Emotional Intelligence Dimensions, Job Satisfaction and Primary School Teachers

2016 ◽  
Vol 5 (1) ◽  
pp. 8
Author(s):  
Arun Kumar
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Primary School ◽  
Primary Schools ◽  
Social Competency ◽  
Self Awareness ◽  
School Teachers ◽  
Primary School Teachers ◽  
Five Dimensions

<em>In this study, the researcher has tried to identify the relationship of five dimensions of emotional intelligence (Self-Awareness, Managing Emotions, Emotional Maturity, Empathy and Social competency &amp; social skills) with job-satisfaction. 400 primary school teachers were randomly selected from 150 primary schools of district Meerut.  Self prepared Emotional Intelligence Scale (EIS) and Teachers’ Job Satisfaction Scale’ (TJSS) developed by Dr. J.P. Srivastava and Dr. S.P. Gupta was used.  The data was analyzed with the help of SPSS-17 programme. The results of the study indicate that Emotional Intelligence is important have significant positive relationship with job satisfaction. Among all the five dimensions (self-awareness, managing emotions, maturity, empathy and social competency &amp; social skills) only managing emotions and maturity play major role in prediction of job satisfaction than the self awareness, empathy and social competency &amp; social skills, it means that emotional intelligence is good predictor of job satisfaction for primary school teachers. </em>

scholarly journals PENGARUH PROFESIONALITAS KEPALA SEKOLAH TERHADAP KEPUASAN KERJA GURU SEKOLAH DASAR NEGERI

2014 ◽  
Vol 28 (1) ◽  
pp. 48
Author(s):  
Afit Fatimah
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
Quantitative Research ◽  
Survey Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Low Degree ◽  
The Government ◽  
High Degree

Abstract: Preliminary study in several Government Primary Schools indicates a number of Primary Schoolprincipals have low degree of professionalism and some others have high degree. Based on this fact, this researchformulated a problem if there is an effect of the principal’s professionalism towards the job satisfaction of thegovernment primary school teachers. This quantitative research was performed in Kedaung Angke, Sengkareng,West Jakarta as from 1 through 30 April 2014 employing survey method with correlational technique.The variablesobserved was the principal’s professionalism (X) and the government primary school teachers’ job satisfaction (Y).Based on the statistical analysis the research concluded, there is a significant effect of the principal’s professionalsmtoward the government primary school teachers’ job satisfaction. The principals, therefore, are suggested to improvetheir professionalism to support the maximal attainment of their teachers’job satisfaction. Keywords: job satisfaction, professionalism, principal, teacher

Schooling

2019 ◽  
pp. 187-194
Author(s):  
Andrew E. Clark ◽  
Sarah Flèche ◽  
Richard Layard ◽  
Nattavudh Powdthavee ◽  
George Ward
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Whole School ◽  
The Impact ◽  
Huge Variation

This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.

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