An Analysis of Secondary School Teachers’ Job Performance by the Experience Sampling Method

2021 ◽  
Vol 34 (2) ◽  
pp. 53-79
Author(s):  
Young Bae Kim ◽  
Hyeon Sook Shin
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Sampling Method ◽  
Secondary School Teachers ◽  
Experience Sampling ◽  
Experience Sampling Method ◽  
School Teachers

scholarly journals EFL language assessment literacy among Jordanian EFL secondary school teachers

2021 ◽  
Vol 16 (5) ◽  
pp. 2858-2871
Author(s):  
Sara Mohammad El-Freihat
Keyword(s):  
Secondary School ◽  
Random Sampling ◽  
Sampling Method ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Language Assessment ◽  
Assessment Literacy ◽  
Knowledge Level ◽  
School Teachers ◽  
Efl Teachers

The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.

Principals’ leadership styles and teachers’ job performance: Evidence from Edo State, Nigeria

2018 ◽  
Vol 47 (6) ◽  
pp. 909-924 ◽  
Author(s):  
OS Imhangbe ◽  
RE Okecha ◽  
J Obozuwa
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Leadership Styles ◽  
Leadership Style ◽  
Secondary School Teachers ◽  
Positive Influence ◽  
School Teachers ◽  
Democratic Leadership ◽  
Laissez Faire ◽  
Senior Secondary

This study investigated the relationship between principals’ leadership styles and secondary school teachers’ job performance in Edo Central Senatorial District, Nigeria. A correlational design was adopted for the study. Two adapted questionnaires titled “Principals’ Leadership Style Questionnaire” (PLESQUE) and “Teachers’ Job Performance Questionnaire” (TEJOPAQ) were administered to teachers and principals drawn from a population of 397 senior secondary school teachers and 69 principals in the Senatorial District respectively. The Cronbach alphas for the three sub-scales in PLESQUE were .710, .883 and .848 for democratic, autocratic and laissez-faire leadership styles respectively, while the Cronbach alpha for TEJOPAQ was .882 for teachers’ job performance. Percentages, multiple regression and Pearson product-moment correlation were used to test the hypotheses at the .05 level of significance. Results showed that democratic, autocratic and laissez-faire leadership styles jointly contributed about 68.3% variations in the job performance of teachers, while democratic and laissez-faire leadership styles had the most prominent positive influence on teachers’ job performance in the area of study. It was recommended, amongst other things, that the use of a democratic leadership style should be encouraged among the principals of senior secondary schools in the district.

scholarly journals Influence of Perceived Organisational Justice and Organisational Climate on Job Performance Among Secondary School Teachers in Makurdi Metropolis of Benue State

2018 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Chinelo Helen Ogwuche ◽  
Mikailu Habiba Musa ◽  
Joe Nyam
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Organizational Climate ◽  
Organizational Justice ◽  
Secondary School Teachers ◽  
Working Environment ◽  
School Teachers ◽  
Organisational Climate ◽  
Organisational Justice ◽  
The Government

The study investigated influence of perceived organisational justice and organisational climate on job performanceamong secondary school teachers in Makurdi metropolis. A total of 188 secondary school teachers were drawn fromMakurdi metropolis. The findings revealed that 106 (56.4%) were males and 79(42.0%) were females. The studyused three standardized instruments which include (i) Organisational justice scale was developed by Nerinhoff andMoorman (1993), Organizational climate questionnaire developed by DeCottis and Koys (1991) and JobPerformance Scale developed by Goodman and Svyantek (1999). Results from the hypotheses tested showed thatperceived organizational justice significantly influence job performance. [F (3,182) = 64.222, P<.001]. The resultalso indicated that organizational climate did not significantly influence job performance among secondary schoolteachers [F (1,181) = .003, P>.05. The result finally showed that perceived organizational justice and organizationalclimate significantly and jointly influence job performance [F (4,181) = 50.131, P<.001. Based on the findings of thestudy, it was recommended among others that, the government through the ministry of education should organiseseminars to enlighten school management officials on the important roles played by perceived organisational justiceand job performance among teachers thus provide adequate working environment for proper leaning.

scholarly journals The Relationships of Happiness and Job Satisfaction to Job Performance of Public Secondary School Teachers in Selected Schools in the Division of Cavite

2019 ◽  
Vol 8 (2S11) ◽  
pp. 3198-3210
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Job Performance ◽  
Secondary School Teachers ◽  
Statistical Significance ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Staff ◽  
School Teachers ◽  
Public Secondary School

The study analyzed the relationships of approaches to happiness and job satisfaction to job performance. This research endeavors to educate and inspire public academic institutions to focus on the happiness and job satisfaction of its teaching staff and see if it will bring out high job performance rate. A sample of two hundred and eighty-three (283) public secondary school teachers was taken from selected schools in the division of Cavite calculated based on Cochran’s formula and using simple random sampling technique. The researchers used descriptive statistics such as frequency distribution and weighted mean to present the data. Pearson Product Moment Correlation Coefficient r and multiple linear regression (MLR) model were used to determine the association and test statistical significance between all studied parameters. Data analysis was done using Statistical Package for the Social Sciences (SPSS). The findings of this study indicated that the extent of correlation between the approaches to happiness and job performance and between the job satisfaction and job performance are both significant. When these variables are linked with job performance, the outcome revealed that higher degrees of happiness—in terms of pleasant life, good life, and meaningful life—and job satisfaction lead to very satisfactory job performance.

scholarly journals Model of organizational abilities among secondary school teachers

2020 ◽  
Vol 9 (2) ◽  
pp. 407
Author(s):  
Dona Ningrum Mawardi ◽  
C. Asri Budiningsih ◽  
Sugiman Sugiman ◽  
Habibi Habibi
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Secondary School ◽  
Job Performance ◽  
Rating Scale ◽  
Secondary School Teachers ◽  
Professional Commitment ◽  
Sampling Techniques ◽  
Correlation Model ◽  
School Teachers

This study confirms the correlation model constructed among organizational abilities variables of secondary school teachers. The organizational abilities variables are: organizational commitment, and professional commitment, job satisfaction, and job performance. The samples are secondary school teachers selected using purposive sampling techniques. Data were collected through a rating scale questionnaire (1-5) and analyzed using Lisrel 8.0 program. The results show that professional commitment has a significant effect on organizational commitment and job satisfaction with values of 2.72 and 2.60. Other findings that organizational commitment and job satisfaction have an effect on job performance with values of 2.36 and 2.02. Empirically, the results concluded that the correlation among the variables theoretically fulfilled the fit criteria.

scholarly journals Secondary School Teacher Motivation, Occupational Attitudes and Job Performance in Uganda in the Context of HIV/AIDS

2020 ◽  
Vol 5 (3) ◽  
pp. 26
Author(s):  
Callist Tumwebaze
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Teacher Perceptions ◽  
Indirect Effect ◽  
Work Performance ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Performance Dimensions ◽  
Hiv Aids

Secondary school teachers are a key resource for national development in Uganda. The current study explores how teachers’ perceptions of HIV/AIDS impact on their motivation and occupational attitudes and how these in turn affect their job performance. Preliminary data, collected using focus group discussions, were used in the construction of the self-administered questionnaire that was completed by a geographical quota sample of 480 secondary school teachers. Multiple regression and a modified path analysis produced a model that could significantly explain multivariate relationships. It was found out that teacher perceptions of HIV/AIDS affect their work performance both directly and indirectly through their motivation and occupational attitudes. Of the four HIV/AIDS perception dimensions, infrastructural support does not have any direct or indirect effect on any of the four job performance dimensions; occupational benefit has only an indirect effect on all the four job performance dimensions and is the only one out of the four that influences moderating variables of motivation and occupational attitudes; occupational burden only affects (directly) one job performance dimension of curriculum delivery; whereas pastoral care has only a direct effect on three job performance dimensions of open-active, co-curricular, and facilitating learning. As teachers’ perceptions of HIV/AIDS in Uganda influence their work motivation, attitudes and performance, occupational health interventions that promote more positive attitudes to the challenge of HIV/AIDS may have the potential to improve motivation, occupational attitudes and work performance among this crucial cadre.

scholarly journals Job Motivation and Performance of Secondary School Teachers

2020 ◽  
Author(s):  
Abd. Shukor Shaari ◽  
Noran Fauziah Yaakub ◽  
Rosna Awang Hashim
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Secondary School Teachers ◽  
Correlation Study ◽  
Work Place ◽  
Teaching Performance ◽  
School Teachers ◽  
Job Motivation ◽  
And Performance ◽  
Performance Teachers

Performance can be regarded as almost any behavior, which is directed toward task or goal accomplishment. Despite extensive research, discussion and debate on how to predict employees'  performance, teachers performance is complex and remains difficult to predict and evaluate. Teachers are still uncertain whether they can rely on some specific characteristics of performance. In view of this practice and in evaluating teachers 'performance at the work place, it is therefore the interest of the researcher to conduct a study on secondary school teachers, so as to determine their job motivation and job performance. The second objective of this study is to compare job motivation with job performance and the third one is to compare teaching performance with job performance of secondary school teachers. This correlation study involved a total of 245 secondary school teachers throughout Kedah. Data will be analyzed using the t-test and ANOVA.  

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