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 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 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

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.

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 Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals CHILDREN’S FOOD PREFERENCES INCLUDED AND OFFERED IN THE „SCHOOL SCHEME”

2018 ◽  
Vol XX (6) ◽  
pp. 262-266
Author(s):  
Sławomir Wawrzyniak ◽  
Krystyna Krzyżanowska
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Dairy Products ◽  
Fruits And Vegetables ◽  
Food Preferences ◽  
Sweet Pepper ◽  
Cottage Cheese ◽  
School Teachers ◽  
Primary School Teachers

The aim of the studies was to gather the primary school teachers’ opinion about the „School Scheme” and its effectiveness, as well as children’s food preferences and the reasons, why some of the schools didn’t take part in the program. The empiric studies were conducted in 2017 and 6,413 teachers from primary schools took part in them. The results show that students prefer to eat fruits than vegetables. If some of them chose vegetables, they ate tomatoes, radish, carrot rather than kohlrabi or sweet pepper. When it comes to dairy products, they took: milk and cottage cheese. Some of the Polish schools didn’t take part in the program, because they claim not to have enough suitable place to store fruits and vegetables at their entities and children’s parents weren’t interested in that matter.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

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