scholarly journals The Relationship between Job Satisfaction of Iranian English Teachers and Their Students’ Achievement

2013 ◽  
Vol 1 (2) ◽  
pp. 315
Author(s):  
Gholamreza Hesami ◽  
Saeed Kheiri
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Student Achievement ◽  
English Teachers ◽  
Teacher Job Satisfaction ◽  
Full Time ◽  
High School English ◽  
Job Satisfaction Survey ◽  
Significant Difference ◽  
The Relationship

<p><strong> </strong></p> <p><em>Teachers' satisfaction with their career influences the quality and stability of instruction given to students. The purpose of the present investigation was </em><em>to examine the relationship between teacher job satisfaction and student achievement among Iranian high school English teachers and to investigate the effect of factors such as gender, employment type and working place on job satisfaction</em><em> in order to provide better insights for the educational authorities and teachers to look for possible ways of improving the existing situation.</em><em> Data were collected through Job Satisfaction Survey (Spector, 1985) distributed among 84 Iranian high school English teachers. </em><em>End of the term results were used as an indicator of the students` achievement.</em><em> The findings of the present study suggested that there was a significant relationship between teacher job satisfaction and student achievement. But there was not any significant difference between male and female teachers regarding job satisfaction. Besides, working at public vs. private schools did not make any significant difference in the level of job satisfaction. But a significant difference was found between the part-time and full-time teachers' job satisfaction. The full-time teachers were more satisfied with their job.</em><em></em></p>

A Survey on Korean high school English teachers’ perception of English education policies.

2012 ◽  
Vol 67 (2) ◽  
pp. 367-391
Author(s):  
박지선 ◽  
박재은 ◽  
백인환 ◽  
Kyungsuk Chang
Keyword(s):  
High School ◽  
English Education ◽  
English Teachers ◽  
Education Policies ◽  
High School English

scholarly journals Status Quos Are Made to be Broken: The Roles of Transformational Leadership, Job Satisfaction, Psychological Empowerment, and Voice Behavior

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110067
Author(s):  
Sehrish Ilyas ◽  
Ghulam Abid ◽  
Fouzia Ashfaq ◽  
Muhammad Ali ◽  
Wasif Ali
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
Social Exchange ◽  
Social Exchange Theory ◽  
Psychological Empowerment ◽  
Employee Voice ◽  
Voice Behavior ◽  
Multiple Mediation ◽  
Significant Difference ◽  
The Relationship

Employee voice behavior has attained significant attention in contemporary research due to its positive consequences for both workers and employers. Drawing on the social exchange theory, this study examined the mediating role of job satisfaction and psychological empowerment on the relationship between transformational leadership and employee’s voice behavior. Data were collected through survey questionnaires by utilizing a three-wave time-lagged study design from employees from diverse private and public sector organizations in Pakistan. The parallel multiple mediation is tested through Hayes’s process macro. The results indicate that job satisfaction and psychological empowerment partially mediate the relationship between transformational leadership and employee’s voice behavior. Further analysis depicts that both job satisfaction and psychological empowerment leveraged under transformational leadership act as parallel mediators and have no statistical significant difference between them. The theoretical and managerial implications are discussed.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

scholarly journals An Analysis of the Relationship Between Job Satisfaction and Employee Engagement

2017 ◽  
Vol 55 (2) ◽  
pp. 243-262 ◽  
Author(s):  
Anton Vorina ◽  
Miro Simonič ◽  
Maria Vlasova
Keyword(s):  
Job Satisfaction ◽  
Employee Engagement ◽  
Business Performance ◽  
Modern World ◽  
P Value ◽  
Significance Level ◽  
The Public ◽  
Significant Difference ◽  
And Gender ◽  
The Relationship

AbstractThis paper examines the relationship between employee engagement and job satisfaction. People spend most of their time at work, and their motivation is considered to be an important factor for job performance. Enthusiastic employees, who focus their efforts on achieving their companies′ goals are a key competitive advantage in the modern world. The effect of employee engagement on business performance has been studied by various experts. They found out the similar conclusion: “the more enthusiastic the workers are, the better operating results they achieve for the company”. An occasional sample of 594 respondents who are employed in the public and non-public sector in Slovenia was used for the purpose of this study. The main goal of the research is to determine whether (and how) the employee engagement influences job satisfaction. A written survey was conducted from 4 January 2016 to 14 March 2016. IBM SPSS 20 was used for the statistical analysis. The results confirm that the relationship between employee engagement and job satisfaction is positive and statistically significant (5 % significance level), based on the linear regression F (1, 583) =296.14, p-value = 0.000, R-square = 0.337. The results also show that there is no statistically significant difference between employee engagement and gender and there is no statistically significant difference between job satisfaction and gender.

Teacher-principal race and teacher satisfaction over time, region

2017 ◽  
Vol 55 (6) ◽  
pp. 624-639
Author(s):  
Samantha L. Viano ◽  
Seth B. Hunter
Keyword(s):  
Job Satisfaction ◽  
Fixed Effects ◽  
White Teachers ◽  
Ordinary Least Squares ◽  
Teacher Job Satisfaction ◽  
Southern Region ◽  
Content Type ◽  
Black Principals ◽  
The Relationship ◽  
Over Time

Purpose The purpose of this paper is to replicate prior findings on teacher-principal race congruence and teacher job satisfaction and extend the literature by investigating trends over time and if the relationship between race congruence and teacher job satisfaction differs by principal race and region. Design/methodology/approach The study sample comes from four waves of cross-sectional data, the nationally representative Schools and Staffing Survey, administered between 2000 and 2012. The analysis is conducted using ordinary least squares and school-year fixed effects with a comprehensive set of covariates. Findings The relationship between race congruence and teacher job satisfaction is attenuating over time and is likely explained by the lower job satisfaction of white teachers who work for black principals. Some evidence indicates teacher-principal race congruence has greater salience in the Southern region of the country. Find evidence that teachers with race-congruent principals report more workplace support than their non-race congruent colleagues. Research limitations/implications Future studies should investigate why racial congruence has more salience in the Southern region of the country and for white teachers who work with black principals. At the same time, results indicate that teacher-principal race congruence might no longer be a determinant of teacher job satisfaction, although further studies should continue investigating this relationship. Originality/value Findings on the changing nature of the relationship between principal-teacher race congruence and teacher job satisfaction over time as well as the differing nature of race congruence in the Southern region of the country are both novel findings in the literature.

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.

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