scholarly journals Teachers Engagement of Madrasah Aliyah’s Teachers In Learning During Covid-19

2021 ◽  
Author(s):  
Aji Sofanudin ◽  
rahmawati prihastuty ◽  
ayon diniyanto
Keyword(s):  
Job Satisfaction ◽  
Teacher Engagement

Pandemi covid-19 telah memaksa semua aspek kehidupan berubah, termasuk pembelajaran dimadrasah aliyah. Penelitian ini bertujuan untuk mengetahui perbedaan teacher engagement gurudilihat dari jenis kelamin dan status sertifikasi guru madrasah aliyah di kabupaten Tegal. Penelitian ini menggunakan mix method dengan subjek penelitian sebanyak 302 guru madrasah aliyah. Temuan penelitian menunjukkan bahwa teacher engagement terdiri atas lima aspek yaitu vigor, dedication, absorpsion, job satisfaction, dan quitting intention. Dengan menggunakan lima aspek tersebut, diketahui bahwa ada perbedaan teacher engagement antara guru laki-laki danperempuan. Guru laki-laki memiliki nilai teacher engagement lebih tinggi daripada guru perempuan. Mean teacher engagement guru laki-laki sebesar 4,62 sementara guru perempuan sebesar 4,55. Nilai rh sebesar 0,209 lebih besar daripada nilai rtabel baik pada signifikansi 5% ataupun 1 %. Ini menunjukkan bahwa ada perbedaan nilai teacher engagement antara laki-laki danperempuan. Sementara mean guru yang sudah tersertifikasi (4,73) lebih tinggi daripada guru belum tersertifikasi (4,48). Nilai rh sebesar -0,001 menunjukkan bahwa tidak ada perbedaan nilai teacher engagement antara guru sertifikasi dengan guru belum tersertifikasi pada Madrasah Aliyah di Kabupaten Tegal. Temuan ini perlu mendapatkan perhatian dari pengambil kebijakan di Kantor Kementerian Agama Provinsi Jawa Tengah

Teachers Engagement

2021 ◽  
Author(s):  
Aji Sofanudin
Keyword(s):  
Job Satisfaction ◽  
Teacher Engagement

Pandemi covid-19 telah memaksa semua aspek kehidupan berubah, termasuk pembelajaran di madrasah aliyah. Penelitian ini bertujuan untuk mengetahui perbedaan teacher engagement guru dilihat dari jenis kelamin dan status sertifikasi guru madrasah aliyah di kabupaten Tegal. Penelitian ini menggunakan mix method dengan subjek penelitian sebanyak 302 guru madrasah aliyah. Temuan penelitian menunjukkan bahwa teacher engagement terdiri atas lima aspek yaitu vigor, dedication, absorpsion, job satisfaction, dan quitting intention. Dengan menggunakan lima aspek tersebut, diketahui bahwa ada perbedaan teacher engagement antara guru laki-laki dan perempuan. Guru laki-laki memiliki nilai teacher engagement lebih tinggi daripada guru perempuan. Mean teacher engagement guru laki-laki sebesar 4,62 sementara guru perempuan sebesar 4,55. Nilai rh sebesar 0,209 lebih besar daripada nilai rtabel baik pada signifikansi 5% ataupun 1 %. Ini menunjukkan bahwa ada perbedaan nilai teacher engagement antara laki-laki dan perempuan. Sementara mean guru yang sudah tersertifikasi (4,73) lebih tinggi daripada guru belum tersertifikasi (4,48). Nilai rh sebesar -0,001 menunjukkan bahwa tidak ada perbedaan nilai teacher engagement antara guru sertifikasi dengan guru belum tersertifikasi pada Madrasah Aliyah di Kabupaten Tegal. Temuan ini perlu mendapatkan perhatian dari pengambil kebijakan di Kantor Kementerian Agama Provinsi Jawa Tengah.

HUBUNGAN AMALAN PENGURUSAN KUALITI MENYELURUH (TQM) TERHADAP KEPUASAN KERJA GURU DI SEKOLAH MENENGAH KLUSTER NEGERI KELANTAN

2017 ◽  
Vol 5 (2) ◽  
pp. 50-66
Author(s):  
NORIZAN ISMAIL ◽  
NOR KAMILAH MAKHTAR ◽  
ISHAK SIN
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Product Innovation ◽  
Teacher Satisfaction ◽  
Teacher Engagement ◽  
Demographic Information ◽  
Teacher Work ◽  
World Class ◽  
The Relationship ◽  
And Training

Kajian dijalankan di dua buah sekolah menengah kluster di negeri Kelantan untuk melihat hubungan antara elemen pengurusan kualiti menyeluruh (TQM) dengan kepuasan kerja guru. Kajian secara kuantitatif ini melibatkan 130 orang guru dari sekolah tersebut. Satu set borang soal selidik yang terdiri daripada maklumat demografi responden, konstruk TQM yang terdiri daripada komitmen pengurusan atasan, hubungan dengan pembekal, penambahbaikan berterusan, inovasi produk, benchmarking, penglibatan guru, pengiktirafan dan ganjaran, pendidikan dan latihan, tumpuan kepada pelanggan dan konstruk kepuasan kerja guru telah diedarkan. Data dianalisis dengan menggunakan perisian SPSS Version 18 bagi analisis statistik deskriptif dan inferensial. Dapatan analisis Korelasi Pearson menunjukkan terdapat hubungan negatif antara elemen TQM dengan kepuasaan kerja guru di sekolah menengah kluster. Ini menunjukkan bahawa ganjaran yang diterima oleh guru adalah tidak memberangsangkan dalam meningkatkan kepuasan kerja dalam kalangan guru di sekolah menengah kluster di Kelantan. Cadangan dikemukakan agar satu mekanisme baharu dapat diwujudkan dalam memberi ganjaran dan pengiktirafan yang lebih memberangsangkan kepada guru-guru bagi meningkatkan kepuasan kerja mereka di sekolah dan ini sekaligus akan melonjakkan kecemerlangan pendidikan di peringkat dunia.   The study was conducted in two cluster secondary schools in Kelantan state to see the relationship between the overall quality management (TQM) element and teacher satisfaction. This quantitative study involved 130 teachers from the school. A set of questionnaire forms comprising respondents’ demographic information, TQM constructs consisting of top management commitments, relationships with suppliers, continuous improvement, product innovation, benchmarking, teacher engagement, recognition and rewards, education and training, customer focus and satisfaction constructs Teacher work has been distributed. The data were analyzed using SPSS Version 18 software for descriptive and inferential statistical analysis. The findings of Pearson’s Correlation analysis showed that there was a negative correlation between the TQM element and the job satisfaction of the teachers in the cluster secondary school. This suggests that the rewards received by teachers were not encouraging in improving job satisfaction among teachers in the cluster secondary school in Kelantan. Suggestions for a new mechanism can be created in rewarding and recognizing teachers to improve their job satisfaction at the school and this will instill a world-class educational excellence.

scholarly journals Fostering Well-Being over the Radio? An Empirical Study Investigating the Effects of an Audio Podcast-Based Intervention Program on Student Teachers’ Well-Being

2021 ◽  
Author(s):  
Benjamin Dreer
Keyword(s):  
Job Satisfaction ◽  
Life Satisfaction ◽  
Academic Success ◽  
Empirical Study ◽  
Student Teachers ◽  
Emotional Exhaustion ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Teacher Engagement

AbstractStudent teachers’ abilities to positively influence their own well-being are an important resource not only for their academic success at university but also for their future impact as educators in schools. Thus, universities should assume responsibility for educating student teachers on how to reflect on and influence their personal well-being. In this paper, an empirical study is presented that investigates the effects of an audio podcast-based intervention on student teachers’ well-being. The online course was developed with the aim of fostering both the general and job-related well-being of student teachers during a 15-week pedagogical field experience. The course comprises a series of nine narrated audio podcast episodes and administers three positive psychological interventions: gratitude, kindness, and savouring. To investigate the effectiveness of the course, a quasi-experimental design was used. Life satisfaction, happiness, teacher engagement, job satisfaction, and emotional exhaustion were measured using online questionnaires at four intervals over a 15-week period. The sample consisted of 117 German student teachers, of which 82 participated in the intervention and 35 in the control condition. Results suggest small but statistically significant gains in mean life satisfaction and happiness scores of the participants in the intervention group. Furthermore, significant gains in emotional exhaustion in the control group were not present in the intervention condition, suggesting that the course provides a buffer to emotional exhaustion. Against the expectations, indicators of job-related well-being (i.e. teacher engagement, job satisfaction) did not significantly change over time in either group. The relevance and limitations of these findings are discussed.

The Quality of Teacher Work Life Survey: A Measure of Teacher Stress and Job Satisfaction

1989 ◽  
Vol 21 (4) ◽  
pp. 165-176 ◽  
Author(s):  
Dennis M. Pelsma ◽  
George V. Richard ◽  
Robert G. Harrington ◽  
Judith M. Burry
Keyword(s):  
Job Satisfaction ◽  
Teacher Stress ◽  
Work Life ◽  
Teacher Work

Instrumentality and Expressiveness at Work

2014 ◽  
Vol 58 (3) ◽  
pp. 111-124 ◽  
Author(s):  
Sonja Sobiraj ◽  
Sabine Korek ◽  
Thomas Rigotti
Keyword(s):  
Job Satisfaction ◽  
Work Roles ◽  
Professional Work ◽  
Gender Typicality ◽  
Positive Effects ◽  
Male Dominated ◽  
Role Demands

Men’s professional work roles require different attributes according to the gender-typicality of their occupation (female- versus male-dominated). We predicted that levels of men’s strain and job satisfaction would be predicted by levels of self-ascribed instrumental and expressive attributes. Therefore, we tested for positive effects of instrumentality for men in general, and instrumentality in interaction with expressiveness for men in female-dominated occupations in particular. Data were based on a survey of 213 men working in female-dominated occupations and 99 men working in male-dominated occupations. We found instrumentality to be negatively related to men’s strain and positively related to their job satisfaction. We also found expressiveness of men in female-dominated occupations to be related to reduced strain when instrumentality was low. This suggests it is important for men to be able to identify highly with either instrumentality or expressiveness when regulating role demands in female-dominated occupations.

Must We Suffer to Succeed?

2017 ◽  
Vol 38 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Juliane Strack ◽  
Paulo Lopes ◽  
Francisco Esteves ◽  
Pablo Fernandez-Berrocal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Trait Anxiety ◽  
The Relationship

Abstract. Why do some people work best under pressure? In two studies, we examined whether and how people use anxiety to motivate themselves. As predicted, clarity of feelings moderated the relationship between trait anxiety and the tendency to use this emotion as a source of motivation (i.e., anxiety motivation). Furthermore, anxiety motivation mediated the relationship between trait anxiety and outcomes – including academic achievement (Study 1) as well as persistence and job satisfaction (Study 2). These findings suggest that individuals who are clear about their feelings are more likely to thrive on anxiety and eustress and possibly use these to achieve their goals and find satisfaction at work.

Power Values and Power Distance Moderate the Relationship Between Workplace Supervisory Power and Job Satisfaction

2020 ◽  
Vol 19 (3) ◽  
pp. 135-141
Author(s):  
Kenneth D. Locke
Keyword(s):  
Job Satisfaction ◽  
Multilevel Modeling ◽  
Power Distance ◽  
European Social Survey ◽  
Social Survey ◽  
The Relationship ◽  
Workplace Power ◽  
Over Time

Abstract. Person–job (or needs–supplies) discrepancy/fit theories posit that job satisfaction depends on work supplying what employees want and thus expect associations between having supervisory power and job satisfaction to be more positive in individuals who value power and in societies that endorse power values and power distance (e.g., respecting/obeying superiors). Using multilevel modeling on 30,683 European Social Survey respondents from 31 countries revealed that overseeing supervisees was positively associated with job satisfaction, and as hypothesized, this association was stronger among individuals with stronger power values and in nations with greater levels of power values or power distance. The results suggest that workplace power can have a meaningful impact on job satisfaction, especially over time in individuals or societies that esteem power.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

"Job satisfaction reconsidered": Reconsidered.

1978 ◽  
Vol 33 (9) ◽  
pp. 854-855 ◽  
Author(s):  
Edwin A. Locke
Keyword(s):  
Job Satisfaction

Bringing New Life to the Study of Job Satisfaction, and More

2000 ◽  
Vol 45 (1) ◽  
pp. 9-11
Author(s):  
John P. Wanous
Keyword(s):  
Job Satisfaction
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