scholarly journals A Study on Online EFL Instructors’ Teaching Satisfaction during Pandemic

2021 ◽  
pp. 1084-1097
Author(s):  
Esra ECE ◽  
Semin KAZAZOĞLU
Keyword(s):  
Teaching Satisfaction

scholarly journals ROLE AMBIGUITY, CONFLICT AND OVERLOAD AS PREDICTORS OF EMOTIONAL EXHAUSTION: THE MEDIATION EFFECT OF TEACHING SATISFACTION AND AFFECTIVE COMMITMENT

2020 ◽  
Vol 5 (36) ◽  
pp. 37-55
Author(s):  
Khalid Faris Alyamy ◽  
Loh Sau Cheong
Keyword(s):  
Special Education ◽  
Role Conflict ◽  
Emotional Exhaustion ◽  
Role Ambiguity ◽  
Mediation Effect ◽  
Role Overload ◽  
Direct Impact ◽  
Affective Engagement ◽  
Teaching Satisfaction ◽  
The Impact

Owing to the emotionally demanding work context, emotional exhaustion is conceived as a general concern in special education. In a group of 216 special education teachers in the Kingdom of Saudi Arabia, this research has investigated the direct effect of role ambiguity, role conflict, and role overload on teacher’s emotional exhaustion. Participants completed the scales of emotional exhaustion, role conflict, role Ambiguity, role overload, affective engagement, and teaching satisfaction. Structural Equation Modelling Analysis (SEM) has been adopted for testing the hypotheses of this research. Results indicate that role overload had a positive significant direct impact on emotional exhaustion. Similarly, role conflict shows a positive significant direct impact on emotional exhaustion, whereas role ambiguity has a negligible direct impact on emotional exhaustion. The estimation of the indirect path between measurements of role stressors and emotional exhaustion through teaching contentment reveals that teaching contentment mediates the effect of role conflict on emotional exhaustion. The research suggests that there is no intervention effect of teaching contentment on the impact of role overload on emotional exhaustion and the impact of role overload and role conflict on emotional exhaustion is mediated by affective engagement. The research recommends further studies to explore the direct and indirect effect of role ambiguity on emotional exhaustion.

Examining the Role of Person-Environment Fit in Improving Teaching Satisfaction and Subjective Well-Being

2017 ◽  
Vol 8 (4) ◽  
pp. 1-14
Author(s):  
Imran Ali
Keyword(s):  
Life Satisfaction ◽  
Well Being ◽  
Positive Influence ◽  
Faculty Members ◽  
Subjective Well Being ◽  
Job Fit ◽  
Person Fit ◽  
Person Environment Fit ◽  
Teaching Satisfaction ◽  
Person Organization Fit

The current study examines the influence of person-environment fit constructs including; person-organization fit, person-job fit, person-vocation fit, person-group fit and person-person fit between teaching satisfaction and life satisfaction among faculty members. The study uses data collected from 509 faculty members teaching in different colleges and universities of Pakistan. The study found significantly positive influence of all person-environment fit dimensions including; person-organization fit, person-job fit, person-vocation fit, person-group fit and person-person fit on teaching satisfaction and life satisfaction perceptions among faculty members in Pakistan.

scholarly journals Effects of a web-based preoperative education program for patients undergoing ambulatory surgery: a preliminary study

2012 ◽  
Vol 1 (1) ◽  
pp. 21 ◽  
Author(s):  
Eun-Shim Nahm ◽  
Lena Stevens ◽  
Pamela Scott ◽  
Kristy Gorman
Keyword(s):  
Usual Care ◽  
Small Sample Size ◽  
Day Surgery ◽  
Small Sample ◽  
Preoperative Education ◽  
Convenience Sample ◽  
Web Based ◽  
Teaching Satisfaction ◽  
Preliminary Study ◽  
Improve Patient

Increasing numbers of surgical procedures that were once done in hospitals are now being performed in ambulatory care settings. Provision of quality preoperative education in those settings has become a challenge. This article reports findings from a practice-based study where the nurses in a preoperative preparation center implemented a supplemental, web-based educational program for same-day surgery patients and assessed its outcomes (N = 69). The patients who used the web-based program in addition to usual care achieved significantly higher scores for anesthesia knowledge (t = 2.15, p = 0.04) and teaching satisfaction (t = 2.13, p = 0.04) than those who received usual care only. The findings demonstrate a great potential for use of web-based programs to improve patient education in busy preoperative care areas. A convenience sample with a small sample size was a major limitation. Further studies with large samples are needed to demonstrate tangible clinical outcomes.

scholarly journals Effectiveness of experiential teaching method on the development of nursing students’ skill competence: a systematic review and meta-analysis

2021 ◽  
Vol 7 (4) ◽  
pp. 359-368
Author(s):  
Bo Zhang ◽  
Qing-Yong Ma ◽  
Xiang-Shu Cui ◽  
Qi-Gui Xiao ◽  
Hong-Yan Jin ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Method ◽  
Meta Analysis ◽  
China National Knowledge Infrastructure ◽  
Experiential Teaching ◽  
Bias Risk ◽  
Innovative Thinking ◽  
Teaching Satisfaction ◽  
Learning Interest

AbstractObjectiveSkill competence is essential for nursing students and experiential teaching method has become increasingly popular in China's nursing education. To systematically evaluate the effects of experiential teaching method on the development of nursing students’ skill competence, and to provide evidence for nursing education.MethodsThe China National Knowledge Infrastructure, VIP, Wanfang Data, PubMed, and Web of Science databases were searched from their inception until November 28, 2019. We screened the studies according to inclusion and exclusion criteria, extracted the data, and assessed the quality. Then, a meta-analysis was conducted.ResultsTotally 15 studies were included, and 1,633 nursing students were analyzed by Review Manager5.3 and Stata15.1 software. The results show that the experiential teaching method can significantly improve nursing students’ nursing skills such as training (SMD = 1.05, 95% CI: 0.95–1.16, P = 0.000), learning interest (ES = 0.93, 95% CI: 0.79–1.06), ability to analyze and solve problems (ES = 0.75, 95% CI: 0.55–0.94), ability to judge and innovative thinking (ES = 1.01, 95% CI: 0.77–1.25), abilities of understanding and perception (ES = 0.59, 95% CI: 0.34–0.83), and teaching satisfaction (ES = 1.26, 95% CI: 1.13–1.4).ConclusionsThe results suggest that the experiential teaching method is more effective for the nursing students’ skill competence than traditional teaching in China. However, due to the heterogeneity and bias risk, a large sample and high-quality studies are needed in future to confirm its effectiveness.

scholarly journals Chinese University EFL Teachers' Perceived Support, Innovation, and Teaching Satisfaction in Online Teaching Environments: The Mediation of Teaching Efficacy

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiying Han ◽  
Chao Gao ◽  
Jing Yang
Keyword(s):  
Online Teaching ◽  
Teaching Efficacy ◽  
Perceived Support ◽  
Online Questionnaire ◽  
Teaching Resources ◽  
Mediating Role ◽  
Teaching Support ◽  
Efl Teachers ◽  
Teaching Satisfaction ◽  
Support Teacher

This study investigated the relationships between university EFL teachers' perceived teaching support, teacher innovation, and teaching satisfaction in online teaching environments, especially the mediating role of teaching efficacy. The results of an online questionnaire survey with 473 university EFL teachers revealed that although online peer support did not directly make any difference to teacher innovation and teaching satisfaction, greater perceived support in the form of teaching resources and teaching autonomy improved university EFL teachers' online teaching satisfaction. Online teaching efficacy significantly mediated the relationships between teaching support and teacher innovation and satisfaction. The results offer significant implications for improving the effectiveness of EFL teaching and promoting university EFL teachers' innovation and satisfaction in online teaching environments.

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