Job satisfaction among secondary teachers in Korea

2016 ◽  
Vol 45 (2) ◽  
pp. 284-297 ◽  
Author(s):  
Sukkyung You ◽  
Ann Y. Kim ◽  
Sun Ah Lim
Keyword(s):  
Job Satisfaction ◽  
Principal Leadership ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Individual Characteristics ◽  
School Level ◽  
Education Policies ◽  
Sense Of Efficacy ◽  
Nationally Representative ◽  
Using Data

This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers’ sense of job satisfaction. Previous research identified teachers with high job satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.

scholarly journals The relationship between teacher stress and job satisfaction as moderated by coping using single-item measures

2021 ◽  
Author(s):  
◽  
Seth Woods
Keyword(s):  
Job Satisfaction ◽  
Randomized Trials ◽  
Teacher Stress ◽  
Teacher Job Satisfaction ◽  
Stress Reaction ◽  
Stress Coping ◽  
Coping Capacity ◽  
Single Item ◽  
Using Data ◽  
The Relationship

Teacher stress has been studied for decades and the negative outcomes of too much stress are well known, such as burnout and lack of teacher retention. The present study focuses on the relationship between teacher stress and teacher job satisfaction. The Transactional Model of stress specifies that coping must be accounted for when considering a person's stress reaction, as a person's coping capacity or resources are what determines whether stress reaction will occur. The present study seeks to answer the question: Does coping moderate the relationship between teacher stress and job satisfaction? Moderation analysis was conducted using data from randomized trials examining a leadership training program. The results showed that coping moderated the relationship between stress and job satisfaction. Adding to the importance of this study for practitioners is that all three constructs (stress, coping, and job satisfaction) were measured using single items, making it easy for practitioners to measure among their staff.

Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement?

2020 ◽  
pp. 001312452092616
Author(s):  
Ruzanna Topchyan ◽  
Carol Woehler
Keyword(s):  
Job Satisfaction ◽  
Work Engagement ◽  
Work Experience ◽  
Social Engagement ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Substitute Teachers ◽  
Full Time ◽  
Teacher Gender ◽  
Teacher Status

This study explored whether teacher status (full-time vs. substitute) and its interaction with teacher gender and length of work experience had an effect on the linear combination of teacher job satisfaction and work engagement. The study was conducted with 238 full-time and substitute teachers. The findings suggested that full-time teachers’ social engagement, social engagement with students, and job satisfaction were significantly higher than those of substitute teachers, and that female teachers were more engaged with students than their male counterparts and substitute teachers. Length of teaching experience did not have any significant effect on job satisfaction or work engagement. Implications for educational leadership are discussed.

Distributed leadership and teacher job satisfaction in Singapore

2018 ◽  
Vol 56 (1) ◽  
pp. 127-142 ◽  
Author(s):  
Darlene García Torres
Keyword(s):  
Job Satisfaction ◽  
Teacher Perceptions ◽  
Distributed Leadership ◽  
Hierarchical Linear Modeling ◽  
Teacher Job Satisfaction ◽  
School Level ◽  
Principal Perceptions ◽  
Linear Modeling ◽  
Content Type ◽  
Individual Teacher

Purpose Singapore is a country with low teacher attrition rates and high performance on international assessments (TIMSS 2011/2015 and PISA 2012/2015). Consequently, its education system is often considered as a model for other nations. The purpose of this paper is to extend research on teacher job satisfaction in Singapore and provide comparative information for other education systems. Design/methodology/approach This paper presents a secondary analysis of data from the Organization for Economic Cooperation and Development’s 2013 Teaching and Learning International Survey with a focus on relationships among teacher and principal perceptions of distributed leadership and teachers’ job satisfaction in Singapore. Hierarchical linear modeling is applied to investigate teacher job satisfaction with principal perceptions and aggregate teacher perceptions of distributed leadership as school-level (level 2) variables and individual teacher perceptions of distributed leadership as a level 1 variable. Findings Results indicated that distributed leadership significantly predicted teachers’ work and professional satisfaction; higher distributed leadership scores were associated with higher satisfaction scores. Originality/value The significant positive relationship between distributed leadership and both dimensions of job satisfaction after accounting for individual teacher characteristics is a new finding in the Singapore schooling context.

Social Learning Theory, Cigarette Taxes and Adolescent Smoking Behavior

2012 ◽  
Vol 232 (6) ◽  
Author(s):  
Mir M. Ali
Keyword(s):  
Fixed Effects ◽  
Smoking Behavior ◽  
Adolescent Smoking ◽  
School Level ◽  
Complex Nature ◽  
Cigarette Taxes ◽  
Family Effects ◽  
Nationally Representative ◽  
Using Data ◽  
Definition Of

SummaryIn this paper we evaluate the effectiveness of cigarette taxes as a mechanism to reduce smoking rates among adolescents. In our model, we categorize individuals by their smoking frequencies and intensities instead of relying on the widely used dichotomous measure of smoking. Using data of a nationally representative sample of adolescents, we use an endogenity corrected model with school-level fixed effects to obtain our estimates. Moving beyond the conventional definition of smoking to a definition that recognizes the complex nature of addiction by categorizing smoking into various stages and also by controlling for peer and family effects together, we learn that adolescents are not necessarily the most responsive to taxes. Influence from peers and family plays a more significant role in influencing adolescent smoking.

scholarly journals Predicting Teacher Anxiety, Depression, and Job Satisfaction

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Ferguson ◽  
Lorraine Frost ◽  
David Hall
Keyword(s):  
Job Satisfaction ◽  
Grade Level ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Self Report ◽  
Full Time ◽  
Student Behaviour ◽  
Employment Conditions ◽  
Years Of Teaching Experience ◽  
Anxiety Depression

This study investigates predictors of anxiety, depression, and job satisfaction in teachers in northern Ontario. Using data from self-report questionnaires, factor analysis and multiple linear regression were performed to determine which sources of stress predict stress-related symptoms among teachers and to explore job satisfaction as predicted by: stress, depression, anxiety, years of teaching experience, gender, grade level assignment and position (part-time vs. full-time). The results indicate that workload and student behaviour were significant predictors of depression in teachers in the study. Workload, student behaviour, and employment conditions were significant predictors of anxiety. In addition, stress and depression had a significant and negative impact on job satisfaction. Years of teaching experience was a significant and positive predictor of job satisfaction. Anxiety, gender, grade level, and position were not statistically significant predictors of teacher job satisfaction. Therefore, efforts made to improve workload, student behavior, and employment conditions may lead to reduced stress among teachers and thus lower levels of depression and anxiety. These results may provide guidance for teachers and administrators, as well as inform teacher retention efforts and attempts to improve teacher job satisfaction.

scholarly journals Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey

2019 ◽  
Vol 27 ◽  
pp. 11 ◽  
Author(s):  
Amanda Olsen ◽  
Francis Huang
Keyword(s):  
Job Satisfaction ◽  
Multilevel Models ◽  
Teacher Job Satisfaction ◽  
Influential Factors ◽  
Early Career ◽  
School Level ◽  
Principal Support ◽  
Turnover Rates ◽  
Schools And Staffing Survey ◽  
Moderation Effect

Although turnover rates are alarmingly high for early career and veteran teachers, turnover rates are even higher for those who identify as a teacher of color. To increase the retention of teachers, job satisfaction has become an important construct to analyze. Teacher cooperation and principal support within the school are two influential factors that directly relate to job satisfaction. Using the restricted 2011-2012 Schools and Staffing Survey, a nationally representative dataset, principal support, teacher cooperation, and their moderation effects were analyzed in relation to teacher job satisfaction using a series of multilevel models. After controlling for teacher- and school-level characteristics, principal support and teacher cooperation were statistically significant predictors of job satisfaction for all teachers. The moderation effect between the two variables of interest and race were also statistically significant. These findings emphasize the need to maintain professional communities where teachers can interact and collaborate with the support of their school leaders.

Determinants of Job Satisfaction of Federal Government Employees

1997 ◽  
Vol 26 (3) ◽  
pp. 313-334 ◽  
Author(s):  
Yuan Ting
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Federal Government ◽  
Job Characteristics ◽  
Individual Characteristics ◽  
Organizational Characteristics ◽  
Government Employees ◽  
Promotional Opportunity ◽  
Federal Government Employees ◽  
Using Data

What determines the job satisfaction of federal government employees? Using data reported in the Survey of Federal Government Employees, I propose and assess the argument that the job satisfaction of federal government employees is determined primarily by three sets of factors: job characteristics, organizational characteristics, and individual characteristics. The empirical findings show that job characteristics such as pay satisfaction, promotional opportunity, task clarity and significance, and skills utilization, as well as organizational characteristics such as organizational commitment and relationship with supervisors and co-workers have consistently significant effects on the job satisfaction of federal government employees. I also discuss the research and organizational implications of my findings.

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