scholarly journals Job satisfaction factors in secondary school teachers, public and private institutions in a Peruvian Region

2021 ◽  
Vol 16 (6) ◽  
pp. 3317-3328
Author(s):  
Helen Catalina Rabanal León ◽  
Enaidy Reynosa Navarro ◽  
Lindon Vela Meléndez ◽  
Teresita del Rosario Merino Salazar ◽  
Nelly Roxana Carranza Yuncor ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Basic Education ◽  
Secondary School Teachers ◽  
Educational Institutions ◽  
P Value ◽  
School Teachers ◽  
Public And Private ◽  
Student’S T ◽  
Satisfaction Factors

This research aimed to determine the differences in job satisfaction factors in Secondary Education teachers of public and private educational institutions, La Libertad Region, Peru 2020. It presents a quantitative approach, non-experimental design, comparative descriptive type; 372 teachers participated in the study. A questionnaire validated by expert judgment was used as an instrument. Reliability was determined through a Pilot Test applied to 20 secondary school teachers, resulting in a Cronbach's Alpha of 0.976. SPSS v.26 software was used to process the final data. 58.1%. It is found that 50.5% of secondary school teachers in public and private education feel dissatisfied at work; Likewise, significant differences were found between the determining factors of job satisfaction in both types of management, obtaining a p-value = 0.200> 0.05 in the Student's t for independent samples. The work concludes that there are significant differences in job satisfaction factors in secondary school teachers from public and private educational institutions.   Keywords: Job Satisfaction; Education; Basic Education; Secondary School Teachers

scholarly journals Comparative investigation of job motivation, perceived job stress and job satisfaction on teacher's efficacy among public and private secondary school teachers in Ekiti State, Nigeria

2020 ◽  
pp. 25-42
Author(s):  
Ernest Okpako
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Perceived Stress ◽  
Secondary School Teachers ◽  
Joint Effect ◽  
Comparative Investigation ◽  
School Teachers ◽  
Public And Private ◽  
Job Motivation ◽  
Significant Difference

The study examines the comparative investigation of job motivation, perceived job stress and job satisfaction on teacher's efficacy among public and private secondary school teachers in Ekiti State, Nigeria. The study adopted a descriptive design of correlational type. A Sample of two hundred hundred fifty public and private secondary school teachers were selected using a multi-stage sampling technique. Four scales were used to collect information. Eight research questions were raised and answered in the study. Data collected were analyzed using T-test and Multiple regression analysis. Results indicated that there was a significant difference in the teaching efficacy of public and private secondary school teachers; t (248) = -3.206, p < .05, there was also a significant difference in the job motivation of public and private secondary school teachers; t (248) = -2.159, p < .05, a significant difference also was observed in the perceived stress of public and private secondary school teachers; t (248) = -3.648, p < .05 and a significant difference in the job satisfaction of public and private secondary school teachers was also observed; t (248) = -2.742, p > .05. The Regression analysis revealed that there was a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on public school teachers' efficacy (R = .598, P < .05). 34.3% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). Furthermore, there was also a joint effect of the independent variables (job motivation, perceived stress and job satisfaction) on private school teachers' efficacy (R = .641, P < .05). 39.4% of the variance was accounted for by the predictor variables when taken together. The significance of the composite contribution was tested at (P < .05). It is recommended from the findings of the study that the welfare of teachers who are the engine room of secondary education is very critical to their efficacy most notably in the private secondary school section. Also, Government, employers and stakeholders in the secondary education must ensure the wellness of teachers in order to facilitate the learning process towards good teaching, self-development of teachers, students and nation at large.

Followership styles and job satisfaction in secondary school teachers in serbia

2016 ◽  
Vol 45 (3) ◽  
pp. 503-520 ◽  
Author(s):  
Darko Hinić ◽  
Jelena Grubor ◽  
Lida Brulić
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Professional Training ◽  
Secondary School Teachers ◽  
Educational Institutions ◽  
School Teachers ◽  
Organizational Goals ◽  
Satisfaction Rate ◽  
Economic Satisfaction ◽  
Independent Thinking

The aim of the study was to determine the frequency of followership styles, and their connection with job satisfaction and satisfaction with extrinsic/intrinsic aspects of work in teachers. The sample included 206 secondary school teachers of three grammar and three vocational schools in three towns in Serbia. The results indicate that the most prominent followership styles were star followers (58.7%) and pragmatists (39.8%). Star followers attached greater significance to intrinsic aspects of work and reported a higher job satisfaction rate, while pragmatists placed more importance on extrinsic ones. Independent thinking correlated with intrinsic aspects of work and job satisfaction, and active participation with job satisfaction and both work aspects. The results also show that a higher degree of engagement (particularly when combined with economic satisfaction) predicted a higher level of job satisfaction. If dominant followership and motivational structures of teachers were learnt, the management of educational institutions would be improved because teachers who participate in making work decisions have a greater sense of empowerment and commitment to organizational goals. Although affected by types of personality, dominant followership structures of the teacher may be influenced during the course of professional training, thereby directing them towards the development of functional followership types.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals Relationship Between Organizational Agility, Innovative Work Behaviors, and Job Satisfaction Among the Second-grade High School Teachers

2021 ◽  
Vol 9 (4) ◽  
pp. 86-95
Author(s):  
Azim Omidvar ◽  
◽  
Adel Zahed ◽  
Mehdi Moeinikia ◽  
Ali Khaleghkhah ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Regression Analysis ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Second Grade ◽  
Work Behaviors ◽  
Organizational Agility ◽  
School Teachers ◽  
Statistical Population ◽  
Innovative Work

Objective: The present study explored the relationship between organizational agility, innovative work behaviors, and job satisfaction in second-grade secondary school teachers in Ardebil City, Iran. Methods: This was a descriptive correlational study. The statistical population of this research was all secondary school teachers in Ardebil City, Iran, in the academic year of 2016-2017. Among them, 129 teachers were selected by cluster random sampling method. The research tools were the Organizational Agility Scale (Zhang et al., 2000), the Innovative Work Behavior Questionnaire (Holman et al., 2011), and the Job Satisfaction Scale (Berifield et al., 1951). Data analysis was performed using Pearson’s correlation coefficient and regression analysis method. Results: The obtained results indicated a significant positive correlation between organizational agility, innovative work behaviors, and teachers' job satisfaction. Furthermore, the results of regression analysis revealed that roughly 0.42% of the total variance of job satisfaction was predicted based on organizational agility and innovative work behaviors (P<0.001). Conclusion: The obtained results suggested that organizational agility and innovative work behaviors were related to the prevention of teachers' job satisfaction, which calls for the attention of authorities and educators to these variables.

Sign in / Sign up

Export Citation Format

Share Document