scholarly journals Determinants of Teachers’ Job Satisfaction: School Culture Perspective

2020 ◽  
Vol 32 (2) ◽  
pp. 151
Author(s):  
Bahir Adem Abdulahi
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
School Culture ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Development Program ◽  
Mixed Data ◽  
The Status ◽  
Teaching Learning ◽  
The Relationship

The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.

scholarly journals Hubungan Tingkat Partisipasi dengan Tingkat Keberhasilan Program Desa Mandiri Pangan

2018 ◽  
Vol 2 (3) ◽  
pp. 301
Author(s):  
Nadia Yunita Sari ◽  
Dwi Sadono
Keyword(s):  
Development Program ◽  
Data Depth ◽  
Community Empowerment ◽  
Success Rates ◽  
Program Success ◽  
The Status ◽  
The Village ◽  
The Relationship ◽  
Depth Interviews ◽  
Empowerment Program

Desa Mandiri Pangan Program is a community empowerment program under the Food Security. An empowerment program requires community participation for the success of the program. This study aims to, analyze the level of participation in the Program Desa Mandiri Pangan, analyze the success rate Program Desa Mandiri Pangan, and analyze the relationship between level of participation with success rates of Program Desa Mandiri Pangan. The method used in this research is quantitative method with a questionnaire and supported by qualitative data depth interviews with informants and respondents using the guide questions. The number of respondents in this study were 30 respondents were selected using snowball technique. The study states that members of the Village Independent Food program enough to participate in running the Village Independent Food program, especially at the stage to enjoy the results, the factors which have a real connection is the status or position. Desa Mandiri Pangan Program quite successful, but there is a weak correlation between the level of participation by Demapan program's success.Keywords: community development program, success, participation---------------------------ABSTRAKProgram Desa Mandiri Pangan adalah program pemberdayaan masyarakat di bawah Ketahanan Pangan. Program pemberdayaan memerlukan partisipasi masyarakat untuk keberhasilan program. Penelitian ini bertujuan untuk menganalisis tingkat partisipasi dalam Program Desa Mandiri Pangan, menganalisis tingkat keberhasilan Program Desa Mandiri Pangan, dan menganalisis hubungan antara tingkat partisipasi dengan tingkat keberhasilan Program Desa Mandiri Pangan. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan kuesioner dan didukung oleh wawancara mendalam data kualitatif dengan informan dan responden menggunakan pertanyaan panduan. Jumlah responden dalam penelitian ini adalah 30 responden yang dipilih menggunakan teknik snowball. Hasil penelitian menyatakan bahwa anggota program Desa Mandiri Pangan cukup berpartisipasi dalam menjalankan program Desa Mandiri Makanan, terutama pada tahap untuk menikmati hasilnya, faktor-faktor yang memiliki hubungan nyata adalah status atau kedudukannya. Program Desa Mandiri Pangan cukup sukses, namun ada korelasi lemah antara tingkat partisipasi dengan keberhasilan program Demapan.Kata kunci: program pengembangan masyarakat, keberhasilan, partisipasi

scholarly journals Primary School Teachers in 21st Century in Bangladesh: Some Potential Aspects for Professional Development Identified from Relevant Literatures

2019 ◽  
Vol 11 (4) ◽  
pp. 48
Author(s):  
A. K. M. Badrul Alam ◽  
Luo Shengquan
Keyword(s):  
Professional Development ◽  
Primary School ◽  
21St Century ◽  
Primary Schools ◽  
Relevant Literature ◽  
Development Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Competency Based ◽  
Teaching Learning

In the context of 21st century, the changes in different educational aspects are taken place rapidly. This is because to respond to the needs of the fast growing technology-based educational opportunities that require more capable teachers with multifaceted competencies. Bangladesh has paid highest attention to implement competency-based curriculum for its primary level of education. National Curriculum and Textbook Board (NCTB) in Bangladesh reformulated its competency-based curriculum goal, objectives, terminal competencies along with the related attainable competencies, subject specific competencies, learning outcomes and other related aspects. Besides, NCTB initiated to incorporate the international updated teaching-learning methods and techniques, interactive instructional strategies, formative assessment procedures in each grade and each subject to address the 21st century teaching-learning needs in its last revised curriculum in 2012. However, the teachers with multifaceted competencies that address their appropriate level of knowledge, skills and attitude can positively influence in creating such a supportive classroom practices for 21st century learners. The Forth Primary Education Development Program (PEDP4) of Ministry of Primary and Mass Education (MoPME) in Bangladesh has highly emphasized to implement Continuous Professional Development (CPD) as an approach to strengthen its professional competencies for the government primary school teachers. This paper has been prepared based on the ideas explored through some relevant literature review. It basically identified some potential aspects for the teachers’ professional development of government primary schools in Bangladesh in 21st century context. This paper explored that the process of promoting teachers’ competencies need to be followed by set of activities with multifaceted continuous and regular manner at school setting.

scholarly journals The Relationship between Professional Development and Continual Improvement in Suburban National Secondary Schools

2018 ◽  
pp. 583-590
Keyword(s):  
Professional Development ◽  
School Climate ◽  
Secondary Schools ◽  
Learning Communities ◽  
Instructional Strategies ◽  
Alternative Hypothesis ◽  
Development Program ◽  
Coefficient Of Determination ◽  
Continual Improvement ◽  
The Relationship

Professional development is an opportunity to improve teachers’ instructional strategies and increase the students’ achievement for school continual improvement. However, the short term courses and limited collaboration were ineffective in helping teachers to master their instructional strategies. Thus, teachers field competency problem affected the school continual improvement. Most of the empirical research in educational field in Malaysia focused on professional learning communities. The purpose of this research is to determine the relationship between professional development and school continual improvement. This survey research focused on two suburban national secondary schools which have the same characteristics in Subis. 97 respondents were selected randomly to answer the PDSCI instrument. The results showed that professional development and continual improvement had medium and positive significant relationship (r=.426, p<.001). The coefficient of determination of professional development standards was 18.14% shared variance. School continual improvement factors help to explain 18.14% of the variance in respondents’ scores on the professional development standards. The null hypothesis was rejected and alternative hypothesis was accepted. The findings highlighted that principals should put more effort on the relationship between learning communities standard and school climate, teacher improvement and principal leadership factors. Besides, professional development design and data driven standards should match the school climate. It also serves as a valuable information for stakeholders to improve the professional development program to achieve school continual improvement goal.

scholarly journals Co-teaching-based professional development: Self-efficacy, attitudes toward the profession, and pedagogical practices

2021 ◽  
Vol 18 (6) ◽  
pp. 82-100
Author(s):  
Irit Sasson ◽  
◽  
Noam Malkinson ◽  
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Development Program ◽  
Teaching Profession ◽  
Academic Program ◽  
Pedagogical Practices ◽  
University Training ◽  
The Relationship

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their application of pedagogical practices; and measured the correlation between self-efficacy and attitudes and how it is influenced by the application of pedagogical practices. We used a questionnaire answered by 300 novice teachers and interviews with 15 teachers who participated during their academic studies in the co-teaching-based PDP. The results indicated a higher sense of self-efficacy and attitudes toward the profession among teachers who participated in the co-teaching-based PDP. The relationship between teachers' self-efficacy and attitudes was partially mediated by six pedagogical applications. The findings provide insights on designing PDP that may contribute to ameliorating the entrance of novice teachers into the teaching profession with teaching skills that will sustain over time.

Engaging employees through effective performance management: an empirical examination

2020 ◽  
Vol 27 (5) ◽  
pp. 1843-1860 ◽  
Author(s):  
Shiva Kakkar ◽  
Sanket Dash ◽  
Neharika Vohra ◽  
Surajit Saha
Keyword(s):  
Job Satisfaction ◽  
Performance Management ◽  
Work Engagement ◽  
Turnover Intentions ◽  
Development Program ◽  
Empirical Support ◽  
Equation Modeling ◽  
Empirical Examination ◽  
Content Type ◽  
The Relationship

PurposePerformance management systems (PMS) are integral to an organization's human resource management but research is ambivalent on their positive impact and the mechanism through which they influence employee behavior. This study fills this gap by positing work engagement as a mediator in the relationship between perceptions of PMS effectiveness, employee job satisfaction and turnover intentions.Design/methodology/approachThe study uses a survey-based design. Data were collected from 322 employees in India attending a management development program at a premier business school. Partial least squares–based structure equation modeling package ADANCO was used for data analysis.FindingsPositive perception of PMS effectiveness was found to enhance employee work engagement. This increased job satisfaction and reduced turnover intentions among employees. Thus, work engagement mediated the relationship between PMS perceptions and job satisfaction and turnover intentions.Practical implicationsThe results suggest that organizations need to focus on three characteristics of PMS, namely its distinctiveness, consistency and consensus. These characteristics determine the effectiveness of PMS in engaging employees and influencing their job satisfaction and turnover intentions.Originality/valuePrior studies on performance management have largely been limited to aspects of justice and focused disproportionately on the appraisal aspect of performance management. This study takes a systems view of performance management and addresses prior shortcomings by examining the role of clarity and horizontal fit between PMS practices in determining employee engagement. The study also provides much needed empirical support to theoretical studies which have argued that PMS is a driver of engagement in organizations (Gruman and Saks, 2011; Mone and London, 2014).

scholarly journals GAYA KEPIMPINAN KOLABORATIF PENGETUA DAN TAHAP KEPUASAN KERJA GURU SEKOLAH MENENGAH KEBANGSAAN [PRINCIPAL COLLABORATIVE LEADERSHIP STYLE AND LEVEL OF JOB SATISFACTION OF NATIONAL SECONDARY SCHOOL TEACHERS]

2021 ◽  
pp. 191-207
Author(s):  
KALAIVANI KARNAN ◽  
KARUPPIAH MARIMUTHU
Keyword(s):  
Job Satisfaction ◽  
Leadership Style ◽  
Leadership Practices ◽  
School Administrators ◽  
Collaborative Leadership ◽  
Strong Relationship ◽  
Analysis Data ◽  
Survey Study ◽  
Communication Processes ◽  
High Level

Collaborative leadership style is a leadership practice centered on cooperation, knowledge sharing and experience. Through collaborative leadership, social learning and communication processes can be done more effectively. The new policies introduced in the Malaysian education system add to the burden for educators to implement. This at the same time causes teachers to be dissatisfied with their work. Based on the literature, collaborative leadership style can help teachers in performing tasks more productively while increasing their level of job satisfaction. This study aims to identify the level of collaborative practice of principals, the level of job satisfaction of teachers, and the relationship between the two in national secondary schools in the district of Seremban, Negeri Sembilan. This survey study uses a quantitative approach involving 127 respondents and uses descriptive and inferential analysis. Data were obtained using the Robert Wood Johnson Collaborative Leadership and Job Descriptive Index (JDI) questionnaire which was translated and modified in the context of this study. The results show that the level of collaborative leadership practices of principals and the level of job satisfaction as a whole teacher are at a high level. The study also found that there was a positive and very strong relationship between principals' collaborative leadership practices and teacher job satisfaction level [r (127) = 0.885, p <0.01]. The findings of this study should be used as a guide by school administrators to better understand the problems and responsibilities of principals in improving the professionalism and job satisfaction of teachers as well as the performance of students and schools as a whole.

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