scholarly journals Correlation Research on the Practice of School Administrative Ethics and Teachers’ Job Morale and Job Involvement

2021 ◽  
Vol 72 ◽  
pp. 44-55
Author(s):  
Ruobing ZHAO ◽  
Zhen LI ◽  
Yige HUANG
Keyword(s):  
School Administrators ◽  
Job Involvement ◽  
School Teachers ◽  
University Teachers ◽  
The Past ◽  
Retrieval Rate ◽  
Administrative Effectiveness ◽  
Administrative Ethics ◽  
Policy Promotion ◽  
The Relationship

Being in such a highly competitive knowledge economic era with changing social value and fast information spread, the relationship between school teachers and staff is different from it in the past and the dilemmas and difficulties encountered by schools are increasing. School administrators have to face problems and accept challenges on policy promotion and work execution and even have to immediately make decisions on certain issues. School administrators’ decisions mostly involve in people that the considerations are broad, e.g. conforming to education objectives, taking care of different learners’ needs, and satisfying various stakeholders. Aiming at university teachers in Shandong Province as the empirical objects, total 360 copies of questionnaire are distributed for this study. 254 valid copies are retrieved, with the retrieval rate 71%. According to the research results, suggestions are proposed, expecting to help domestic universities and colleges enhance the practice of administrative ethics, stimulate and promote the administrative effectiveness of schools, and enhance the overall effectiveness.

Effect of Perceptions of Pay Equity on Employees' Motivation, Involvement, Satisfaction, and Performance

1987 ◽  
Vol 65 (2) ◽  
pp. 601-602
Author(s):  
Christopher Orpen ◽  
Josef Bonnici
Keyword(s):  
Work Satisfaction ◽  
Job Demands ◽  
Job Involvement ◽  
Work Outcomes ◽  
Pay Equity ◽  
Internal Motivation ◽  
University Teachers ◽  
And Performance ◽  
The Relationship ◽  
Positive Work

The relationship between perceptions of pay level, internal pay equity, external pay equity, personal input, and job demands and a number of work outcomes was examined in a sample of 101 university teachers. Only two of the 20 correlations between those perceptions and the outcomes of work satisfaction, job involvement, internal motivation and self-rated performance were significant, suggesting that in this sample perceptions of different aspects of pay equity are unrelated to positive work outcomes.

The Relationship Between Psychological Empowerment and Innovative Behavior

2012 ◽  
Vol 11 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Manjari Singh ◽  
Anita Sarkar
Keyword(s):  
Conceptual Understanding ◽  
Psychological Empowerment ◽  
Job Involvement ◽  
Innovative Behavior ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Control Dimension ◽  
The Relationship

Past studies have established the importance of psychological empowerment in fostering innovative behavior. This paper broadens the conceptual understanding by exploring the mechanisms of this linkage through dimensional analysis. The study also examines the mediating role of job involvement in this relationship. In this study of 401 women primary school teachers in India, the dimensions of psychological empowerment were self-rated whereas innovative behavior and job involvement were assessed by colleagues. Our findings show partial mediation for the meaning dimension and complete mediation for the non-work domain control dimension. Self-determination at job and organization levels have a direct effect on employees’ innovative behavior but no effect through job involvement. Competence and impact has no direct or indirect effect on innovative behavior.

scholarly journals Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction

2020 ◽  
Vol 210 ◽  
pp. 20004
Author(s):  
Asya Berberyan
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
School Teachers ◽  
Creative Development ◽  
University Teachers ◽  
The Relationship

The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.

Examining Correlates between School Teacher’s Self-Efficacy and Their Job Involvement

2017 ◽  
Vol 3 (12) ◽  
pp. 194
Author(s):  
Shalini Srivastava ◽  
Gaurav Tiwari ◽  
Anugamini Priya Srivastava
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Secondary School Teachers ◽  
School Context ◽  
Job Involvement ◽  
The Self ◽  
School Teachers ◽  
Deviation Analysis ◽  
The Relationship

The objective of this study is to examine the relationship between self-efficacy and job involvement. Data for the study was collected from secondary school teachers of Uttarakhand region, India. Validity, internal consistency and reliability of the measures were evaluated. Correlation analysis, mean and standard deviation analysis was conducted to evaluate the hypothesis. Findings indicate that the measures of self-efficacy and job involvement are capable of generalization in secondary school context. Further teacher self-efficacy was positively and significantly correlated to teacher sense of job involvement. This study is important as it contributes towards the self-cognitive theory provided by Bandura.

scholarly journals THE RELATIONSHIP BETWEEN PATERNALISTIC LEADERSHIP BEHAVIORS OF SCHOOL ADMINISTRATORS AND PRE-SCHOOL TEACHERS’ JOB SATISFACTION

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Ferda Ekmen ◽  
Veysel Okçu
Keyword(s):  
Job Satisfaction ◽  
Significant Relationship ◽  
Leadership Behaviors ◽  
School Administrators ◽  
Moderate Level ◽  
School Teachers ◽  
Paternalistic Leadership ◽  
Low Level ◽  
The Family ◽  
The Relationship

<p>This study investigated the relationship between school administrators' paternalistic leadership behaviors and pre-school teachers' job satisfaction. The relational survey model was used in the research. The population of the study consists of 575 pre-school teachers working in 81 schools in Batman province during the 2019-2020 academic year. Sampling was not used due to the lack of a good number of teachers in the research population. The "Paternalistic Leadership Behaviors Scale" and the "Job Satisfaction Scale" were used in the study. In the statistical analysis of the data, frequency and percentage, standard deviation, arithmetic mean, independent sample t-test, ANOVA test, LSD test, and correlation and regression analysis techniques were used. As a result of the research, there was a positive, moderate-level, and significant relationship between the family atmosphere and job satisfaction, a positive, moderate-level, and significant relationship between benevolence and job satisfaction, a negative, low-level, and significant relationship between authoritarianism and job satisfaction, a negative, low-level, and significant relationship between interventionism and job satisfaction, and a negative, moderate-level, and significant relationship between inadequacy and job satisfaction. As a result of research, it was concluded that the paternalistic leadership in the dimensions of authoritarianism, interventionism, and inadequacy had a negative effect on teachers' job satisfaction levels, and the behaviors in the family atmosphere and benevolence dimensions had a positive effect on teachers' job satisfaction levels. All dimensions of paternalistic leadership explain about 26% of the total variance in teachers' job satisfaction in general.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0794/a.php" alt="Hit counter" /></p>

The relationship between job involvement and school administrative effectiveness as perceived by administration teachers

2011 ◽  
Vol 25 (3) ◽  
pp. 112-118 ◽  
Author(s):  
Ruilin Lin ◽  
Jingchen Xie ◽  
Yoau-Chau Jeng ◽  
Zheng-Hong Wang
Keyword(s):  
Job Involvement ◽  
Administrative Effectiveness ◽  
The Relationship

Job Involvement: An Elusive Concept

1986 ◽  
Vol 59 (2) ◽  
pp. 451-456 ◽  
Author(s):  
Robert Knoop
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Job Involvement ◽  
Regression Analyses ◽  
School Teachers ◽  
Satisfaction With Supervision ◽  
Job Motivation ◽  
Relationship Of ◽  
The Relationship ◽  
Elusive Concept

The relationship of seven personal and seven job factors on job involvement were examined for a sample of 926 secondary school teachers. Multiple regression analyses gave no personal predictors but four job predictors (job satisfaction, job motivation, participation in decision making, and satisfaction with supervision) which together accounted for 28% of the variance in job involvement. When grouped, the relationships did not change: job-related variables but not personal-psychological factors influenced job involvement in this sample.

Public Education Changes Partners

2001 ◽  
Vol 13 (1) ◽  
pp. 133-156 ◽  
Author(s):  
Charles L. Glenn
Keyword(s):  
Public Education ◽  
Classroom Practice ◽  
School Teachers ◽  
The Past ◽  
Relationship Of ◽  
The Relationship

Although actual classroom practice has changed far less than one might imagine over the past hundred years, the function and the meaning of American public education have become profoundly different. There are few occupations whose day-to-day activities have changed as little as have those of school-teachers, but the relationship of schools and society has become very different than it was in 1900.

Sign in / Sign up

Export Citation Format

Share Document