scholarly journals Principal Leadership in Increasing Teacher Job Satisfaction

2021 ◽  
Author(s):  
Adnin AS ◽  
Murniati ◽  
Nasir Usman
Keyword(s):  
Job Satisfaction ◽  
Principal Leadership ◽  
Teacher Job Satisfaction

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 TRANSFORMATIONAL LEADERSHIP, SCHOOL CLIMATE AND TEACHER JOB SATISFACTION

2021 ◽  
Vol 6 (42) ◽  
pp. 508-518
Author(s):  
Mohd Akhmarudi Mohd Yusoff ◽  
Siti Noor Ismail
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
School Climate ◽  
Principal Leadership ◽  
Sampling Method ◽  
Secondary School Teachers ◽  
Teacher Job Satisfaction ◽  
School Principal ◽  
School Teachers ◽  
Education Development

The Malaysia Education Development Plan 2013-2025 focuses on empowering school principal leadership as the main platform for developing school excellence. Therefore, this study was conducted to look at the transformational leadership relationships practiced by principals into two main elements that influence school excellence, namely the school climate and also teacher job satisfaction. A cross-district survey was used to collect data involving regular daily secondary school teachers in Kelantan. A total of 390 teachers from the population of 10866 were randomly selected using the grade sampling method. The instrument consists of 20 items already used to measure transformational leadership among principals (Femke Geijsel, Peter Sleegers & Rudolf van den Berg, 1999), 3 things to measure teacher job satisfaction (Johnson, Stevens & Zvoch, 2007), and 21 items used to measure school climate (James Griffith, 2003). The data were analyzed using IBM SPSS Version 25.0. The findings show that there is a significant positive relationship between transformational leadership towards the school climate and teacher job satisfaction. The findings can be used by school leaders in efforts to develop the school climate and environment as well as to adopt recommended approaches to improve teacher job satisfaction levels.

scholarly journals A multi-group higher-order factor analysis for studying the gender-effect in Teacher Job Satisfaction

METRON ◽  
2021 ◽  
Author(s):  
Carlo Cavicchia ◽  
Pasquale Sarnacchiaro
Keyword(s):  
Job Satisfaction ◽  
Factor Analysis ◽  
Secondary School Teachers ◽  
Estimation Method ◽  
Likelihood Estimation ◽  
Higher Order ◽  
Teacher Job Satisfaction ◽  
Public Secondary School ◽  
Order Factor ◽  
Maximum Likelihood Estimation Method

AbstractTeachers’ performances also depend on whether and how they are satisfied with their job. Therefore, Teacher Job Satisfaction must be considered as the driver of teachers’ accomplishments. To plan future policies and improve the overall teaching process, it is crucial to understand which factors mostly contribute to Teacher Job Satisfaction. A Common Assessment Framework and Education questionnaire was administered to 163 Italian public secondary school teachers to collect data, and a second-order factor analysis was used to detect which factors impact on Teacher Job Satisfaction, and to what extent. This model-based approach guarantees to detect factors which respect important properties: unidimensionality and reliability. All the coefficients are estimated according to the maximum likelihood estimation method in order to make inference on the parameters and on the validity of the model. Moreover, a new multi-group test for higher-order factor analysis was proposed and implemented. Finally, we analyzed in detail whether the factors impacting Teacher Job Satisfaction are characterized by gender.

scholarly journals Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants

2018 ◽  
Vol 7 (2) ◽  
pp. 25 ◽  
Author(s):  
Chux Iwu ◽  
Ikechukwu Ezeuduji ◽  
Ita Iwu ◽  
Kenechukwu Ikebuaku ◽  
Robertson Tengeh
Keyword(s):  
Job Satisfaction ◽  
Teacher Job Satisfaction ◽  
Quality Education

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.

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