scholarly journals Predicting Teacher Anxiety, Depression, and Job Satisfaction

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Ferguson ◽  
Lorraine Frost ◽  
David Hall
Keyword(s):  
Job Satisfaction ◽  
Grade Level ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Self Report ◽  
Full Time ◽  
Student Behaviour ◽  
Employment Conditions ◽  
Years Of Teaching Experience ◽  
Anxiety Depression

This study investigates predictors of anxiety, depression, and job satisfaction in teachers in northern Ontario. Using data from self-report questionnaires, factor analysis and multiple linear regression were performed to determine which sources of stress predict stress-related symptoms among teachers and to explore job satisfaction as predicted by: stress, depression, anxiety, years of teaching experience, gender, grade level assignment and position (part-time vs. full-time). The results indicate that workload and student behaviour were significant predictors of depression in teachers in the study. Workload, student behaviour, and employment conditions were significant predictors of anxiety. In addition, stress and depression had a significant and negative impact on job satisfaction. Years of teaching experience was a significant and positive predictor of job satisfaction. Anxiety, gender, grade level, and position were not statistically significant predictors of teacher job satisfaction. Therefore, efforts made to improve workload, student behavior, and employment conditions may lead to reduced stress among teachers and thus lower levels of depression and anxiety. These results may provide guidance for teachers and administrators, as well as inform teacher retention efforts and attempts to improve teacher job satisfaction.

Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement?

2020 ◽  
pp. 001312452092616
Author(s):  
Ruzanna Topchyan ◽  
Carol Woehler
Keyword(s):  
Job Satisfaction ◽  
Work Engagement ◽  
Work Experience ◽  
Social Engagement ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Substitute Teachers ◽  
Full Time ◽  
Teacher Gender ◽  
Teacher Status

This study explored whether teacher status (full-time vs. substitute) and its interaction with teacher gender and length of work experience had an effect on the linear combination of teacher job satisfaction and work engagement. The study was conducted with 238 full-time and substitute teachers. The findings suggested that full-time teachers’ social engagement, social engagement with students, and job satisfaction were significantly higher than those of substitute teachers, and that female teachers were more engaged with students than their male counterparts and substitute teachers. Length of teaching experience did not have any significant effect on job satisfaction or work engagement. Implications for educational leadership are discussed.

Job satisfaction among secondary teachers in Korea

2016 ◽  
Vol 45 (2) ◽  
pp. 284-297 ◽  
Author(s):  
Sukkyung You ◽  
Ann Y. Kim ◽  
Sun Ah Lim
Keyword(s):  
Job Satisfaction ◽  
Principal Leadership ◽  
Teaching Experience ◽  
Teacher Job Satisfaction ◽  
Individual Characteristics ◽  
School Level ◽  
Education Policies ◽  
Sense Of Efficacy ◽  
Nationally Representative ◽  
Using Data

This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers’ sense of job satisfaction. Previous research identified teachers with high job satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.

scholarly journals The National Physical Therapist Assistant Examination's First Time Pass Rates and Their Relationship to Education Program Faculty Attributes

2011 ◽  
Author(s):  
Malorie Novak ◽  
Dawn Brown-Cross ◽  
John Echternach
Keyword(s):  
Physical Therapist ◽  
Teaching Experience ◽  
Pass Rate ◽  
Full Time ◽  
Pass Rates ◽  
Time Pass ◽  
Years Of Teaching Experience ◽  
Terminal Degree ◽  
First Time ◽  
Time Faculty

Background and Purpose. There is a paucity of published literature regarding the correlation between faculty attributes and education program pass rates on the National Physical Therapy Examination (NPTE) particularly regarding the physical therapist assistant (PTA). The purpose of this study was to 1) determine if there is a relationship between faculty attributes in PTA educational programs and program outcomes on the NPTE for Physical Therapist Assistants (NPTE-PTA) and 2) construct a prediction model for PTA program outcomes based on faculty attributes. Subjects. The 233United States’ PTA programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) in 2006 were studied. Methods. Using a retrospective design, data were obtained regarding the PTA programs from the dataset of CAPTE’s PTA annual accreditation report and the Federation of State Boards of Physical Therapy’s pass rate database. Selected faculty attributes (designation of highest degree conferred, years of teaching experience, employment status, license designation [physical therapist or physical therapist assistant] and clinical specialization) were correlated to first time program pass rates. Backward deletion regression was used to predict the first time pass rate on the NPTE-PTA.Results. Based on data from 190/233 PTA programs, seven attributes had a statistically significant relationship to the outcomes on the NPTE-PTA. They were the number of: 1) full-time faculty; 2) adjunct faculty with an associate’s degree; 3) full-time faculty with a terminal degree; 4) core faculty with a terminal degree; 5) all faculty with a terminal degree 6) years of teaching experience of the full-time faculty; 7) years of teaching experience of the core faculty. Backward deletion regression analyses demonstrated an overall model of two combined predictor factors (full-time faculty years of teaching and full-time faculty terminal degree) that significantly predicted the first time pass rate on the NPTE-PTAaccounting for 6.5% of the variance. Discussion and Conclusion. Faculty attributes of the institutions providing PTAprograms are associated with first time pass rates of their graduates. This study provides a foundation for future studies by identifying some of the faculty attributes that relate to NPTE-PTA outcomes.

scholarly journals EDUCATION IN ZIMBABWE: AN INTERVIEW WITH CATHRINE KAZUNGA

2016 ◽  
Vol 8 (1) ◽  
pp. 29-37
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Mathematics Education ◽  
Tertiary Education ◽  
Teaching Experience ◽  
Full Time ◽  
Research Activity ◽  
Learning And Teaching ◽  
Rural And Urban ◽  
Years Of Teaching Experience ◽  
Kwazulu Natal ◽  
E Mail

Cathrine Kazunga is a full time student studying PhD in Mathematics Education with University of KwaZulu - Natal. University of KwaZulu-Natal is one of the most reputable institutions in South Africa, among the institutions with mathematics education as their main topics of research activity. She has twelve years of teaching experience in rural and urban secondary schools and ten years tertiary education of learning and teaching experience in Zimbabwe. She is an emerging researcher who has so many peer reviewed publication of three journal publications and four conference proceedings. It is possible to contact her via e-mail: [email protected]

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>

Predictors of Job Satisfaction among Academics at an Iranian University

2009 ◽  
Vol 104 (2) ◽  
pp. 633-644 ◽  
Author(s):  
Kiumars Zarafshani ◽  
Amir Hossein Alibaygi
Keyword(s):  
Job Satisfaction ◽  
Social Service ◽  
Teaching Experience ◽  
Job Security ◽  
Faculty Members ◽  
Minnesota Satisfaction Questionnaire ◽  
Research Activities ◽  
Years Of Teaching Experience ◽  
Service Activity ◽  
Overall Job Satisfaction

The overall job satisfaction of 128 faculty of Razi University in Iran was investigated using a modified version of the Minnesota Satisfaction Questionnaire to elicit information in this stratified random sample. Faculty members were most satisfied with intrinsic aspects of the work such as “social service,” “activity,” and “ability utilization” and less satisfied with extrinsic aspects of work such as “security,” “university policies,” and “compensation.” Publication counts and years of teaching experience contributed significantly to the prediction of overall job satisfaction among these faculty members. Intervention efforts must involve socializing faculty in the early stages of their careers, encouraging them to engage in research activities and write for reputable journals, while providing compensation and job security.

scholarly journals Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction

2014 ◽  
Vol 28 (4) ◽  
pp. 365-378 ◽  
Author(s):  
Eithne Reilly ◽  
Katie Dhingra ◽  
Daniel Boduszek
Keyword(s):  
Job Satisfaction ◽  
Perceived Stress ◽  
Self Efficacy ◽  
Primary Schools ◽  
Teaching Experience ◽  
Self Esteem ◽  
Additional Contribution ◽  
Primary School Teachers ◽  
Content Type ◽  
Years Of Teaching Experience

Purpose – The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers. Design/methodology/approach – Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression. Findings – Results indicated that the predictor variables accounted for 22 per cent of variance in teachers’ job satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction. Practical implications – Perceived stress should be targeted in efforts to improve teachers’ job satisfaction. Originality/value – The results make an additional contribution to the literature by providing important information on the factors contributing to teachers’ job satisfaction in Ireland.

Teaching Experience, Job Security, and Job Satisfaction among Secondary School Teachers in South Africa

1998 ◽  
Vol 82 (1) ◽  
pp. 139-142 ◽  
Author(s):  
Tuntufye S. Mwamwenda
Keyword(s):  
South Africa ◽  
Job Satisfaction ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Job Security ◽  
School Teachers ◽  
Men And Women ◽  
Years Of Teaching Experience

The purpose was to examine the extent to which years of teaching experience may be related to self-reported job satisfaction in groups of men and women, who had less than eight years of teaching secondary school or who had more than eight years. 62 teachers with longer teaching experience ( M age = 39.0 yr., SD = 3.9) rated their job satisfaction higher than those who had less experience ( M age = 37.4 yr., SD = 5.9). 53% of teachers rated security high and 35% as average, so most felt secure in their work.

scholarly journals Linking Self-Control to Voluntary Behaviors at Workplace: The Mediating Role of Job Satisfaction

2021 ◽  
Vol 12 ◽  
Author(s):  
Yu-Jie Wang ◽  
Kui-Yun Chen ◽  
Kai Dou ◽  
Yao-Zhong Liu
Keyword(s):  
Job Satisfaction ◽  
Organizational Citizenship Behavior ◽  
Self Control ◽  
Work Behavior ◽  
Self Report ◽  
Full Time ◽  
Voluntary Work ◽  
Mediating Role ◽  
The Relationship

Voluntary work behavior (VWB) refers to spontaneous workplace behaviors that extend beyond role norms, including extra-role behaviors that benefit the organization (i. e., organizational citizenship behavior, OCB) and negative behaviors that may harm the organization (i.e., counterproductive work behavior, CWB). This study examined the relationship between self-control and VWB and the mediating role of job satisfaction. A total of 1,101 full-time employees from China completed a battery of self-report measures online. The results show that self-control positively predicts employees' OCB and negatively predicts employees' CWB. Moreover, job satisfaction significantly mediates the relationship between self-control and OCB/CWB. The results confirm that employees with high self-control are more public-spirited, which previous studies have described as being “highly committed” (high OCB) or “less harmful” (low CWB). This finding closely relates to the observation that employees with high self-control tend to have more satisfying work outcomes or higher workplace status than those with low self-control.

scholarly journals Workplace Sedentary Behavior and Productivity: A Cross-Sectional Study

2020 ◽  
Vol 17 (18) ◽  
pp. 6535
Author(s):  
Sara K. Rosenkranz ◽  
Emily L. Mailey ◽  
Emily Umansky ◽  
Richard R. Rosenkranz ◽  
Elizabeth Ablah
Keyword(s):  
Job Satisfaction ◽  
Sedentary Behavior ◽  
Work Productivity ◽  
Cross Sectional Study ◽  
Self Report ◽  
Sitting Time ◽  
Full Time ◽  
Cross Sectional ◽  
Potential Factors ◽  
To Come

Reducing sedentary behavior in the workplace has become an important public health priority; however, some employers have expressed concerns regarding the potential for reduced productivity if employees are not seated while at work. Therefore, the aim of this study was to determine the relationship between workplace sedentary behavior (sitting time) and work productivity among full-time office-based employees, and further to investigate other potential factors associated with productivity. A 19-item online self-report survey was completed by 2068 government employees in Kansas. The survey assessed workplace sedentary behavior, work productivity, job satisfaction, and fatigue. Overall, office workers reported high levels of sedentary time (mean > 78%). The primary results indicated that sitting time was not significantly associated with productivity (β = 0.013, p = 0.519), but job satisfaction and fatigue were positively (β = 0.473, p < 0.001) and negatively (β = −0.047, p = 0.023) associated with productivity, respectively. Furthermore, participants with the highest level of sitting time (>91% of the time) reported lower job satisfaction and greater fatigue as compared with the lowest level of sitting time (<75% of the time). Taken together, these results offer promising support that less sitting time is associated with positive outcomes that do not seem to come at the expense of productivity.

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