scholarly journals Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

2021 ◽  
Vol 4 (3) ◽  
pp. 75-80
Author(s):  
Margaret Maina ◽  
J Kanjogu Kiumi ◽  
Peter Githae
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Validity And Reliability ◽  
Or Education ◽  
Academic Qualification ◽  
Teacher Dissatisfaction ◽  
Service Commission ◽  
Level Of Training

Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.

scholarly journals Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

2021 ◽  
pp. 87-91
Author(s):  
Margaret Maina ◽  
J. Kanjogu Kiumi ◽  
Peter Githae
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Validity And Reliability ◽  
Or Education ◽  
Academic Qualification ◽  
Teacher Dissatisfaction ◽  
Service Commission ◽  
Level Of Training

Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.

scholarly journals Dimensions of Motivation in Teaching: Relations with Social Support Climate, Teacher Efficacy, Emotional Exhaustion, and Job Satisfaction

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Gamaliel Gonzales ◽  
Roselyn Gonzales ◽  
Felix Costan ◽  
Celbert Himang
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Self Efficacy ◽  
Structural Equation ◽  
The Philippines ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Equation Modeling ◽  
Supervisory Support

This study explored how teachers' peer support climate (PSC) and supervisory support climate (SSC) were related to teacher self-efficacy (TSE), teacher job satisfaction (TJS), teacher emotional exhaustion (TEE), and motivation to quit the teaching profession (MQTP) among teachers in the Philippines. Participants were 457 teachers in the Central Visayas Region. Structural equation modeling (SEM) indicated that MQTP varies as to self-efficacy, emotional exhaustion, and job satisfaction. Responses among all constructs do not vary among novice and experienced teachers except on TJS. The findings of the research advocate the proposed model. The model can guide future researchers in developing countries like the Philippines to explain teachers’ attrition caused by social support, efficacy factors, burnout, and job satisfaction.

scholarly journals Influence of Principals’ Conflict Management Techniques on Teacher Job Satisfaction in Selected Secondary Schools in Uriri and Nyatike Sub Counties, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 8-17
Author(s):  
Pamela Farhya Alabu ◽  
Jane Kembo ◽  
Alfred Otara
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Conflict Management ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Teacher Job Satisfaction ◽  
Natural Phenomenon ◽  
Ministry Of Education ◽  
Management Techniques ◽  
American Management Association

According to a survey by the American Management Association, managers spend 24% of their time managing conflicts. This is a waste of time as a resource, reducing this time wastage would mean improving the quality of management. Conflict is inevitable and a natural phenomenon, the secondary school principals in Uriri and Nyatike sub-counties have not been spared of the challenges of conflict management on teacher job satisfaction. Therefore, the study aimed to determine the principals’ conflict management techniques on teacher job satisfaction in public secondary schools in Uriri and Nyatike sub-counties, Kenya. It was guided by Engle& Kane, M. J. (2004 Herzberg's two-factor theory and a conceptual framework used to show the interplay between the principals’ conflict management techniques and teacher job satisfaction. The research employed a descriptive survey design to obtain information. The target study population consisted of 1960 teachers, 87 principals in 87 secondary schools in Uriri and Nyatike sub-counties. Stratified simple random sampling was used to obtain a sample of 29 principals and 319 teachers. Data was collected using questionnaires. Face and content validity of the instruments was determined by experts in educational management and policy studies. In order to enhance the reliability of the instrument, a pilot study was conducted in 6 secondary schools in the sub-counties, which were excluded from the main study. The reliability was tested using test-retest method and a Pearson’s r coefficient of 0.79 for principals’ and 0.83 for teachers’ questionnaires obtained. Quantitative data was analysed using frequency count, percentages and mean. The study established that integrating obliging had a strong and positive correlation with teacher job satisfaction, dominating and avoiding techniques had p>0.05 which is not statistically significant. The findings add to the existing body of knowledge and may be useful in developing guidelines for principals and other stakeholders to enable them to manage schools effectively. Also, help the Ministry of Education to formulate training materials for school managers to enable them to manage conflicts effectively and to enable teachers and educators to improve and manage conflicts in schools more effectively and efficiently.

scholarly journals Principal’s Leadership Behaviours Influence on Teacher’s Job Satisfaction in Public Secondary Schools in Kenya

2020 ◽  
Vol 8 (07) ◽  
pp. 1537-1548
Author(s):  
Asena Muganda James ◽  
Asena Muganda David
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Sample Size ◽  
Target Population ◽  
Teacher Job Satisfaction ◽  
Research Approach ◽  
Policy Reforms ◽  
Actual Sample ◽  
Descriptive Survey ◽  
The Relationship

The purpose of the study was to establish the relationship between principal’s leadership behaviours and teacher’s job satisfaction in public secondary schools in Bungoma North Sub County, Bungoma County, Kenya. More specifically, the study sought to establish the relationship among four principal leadership behaviours: directive, participative, supportive and achievement oriented in relation to teacher job satisfaction. Path Goal model effectiveness formed the theoretical framework. Principal’s leadership behaviours formed the independent variable for the study while teacher’s job satisfaction, the dependent variable. The study adopted descriptive survey research approach. The unit sample of the study was all the 51 secondary schools in Bungoma North Sub County.  The target population comprised of all the 51 principals and 761 teachers in all the 51 secondary schools in Bungoma North Sub County. All the 51 Principals were purposively selected from the sampled schools as they were leaders in those schools. The actual sample size of 263 teachers was selected purposively, making the actual sample size of the study to be 314 respondents.  Data was collected using two sets of self-administered questionnaires. Spearman rho was used to determine the degree of relationship between principal’s leadership behaviours and teacher’s job satisfaction. The study concluded that directive, supportive, participative and achievement oriented leadership behaviours had a significant influence on teacher’s job satisfaction. Teachers also preferred directive leadership behaviours as opposed to principal’s achievement oriented leadership behaviours. The study recommended policy reforms on the action plans that influence job satisfaction of teachers

Teacher Performance of the State Vocational High School Teachers in Surabaya

2015 ◽  
Vol 4 (2) ◽  
pp. 76
Author(s):  
Amiartuti Kusumaningtyas ◽  
Endang Setyawati
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High School Teachers ◽  
Teacher Performance ◽  
Teacher Job Satisfaction ◽  
The State ◽  
Vocational High School ◽  
School Teachers ◽  
Academic Qualification ◽  
Professional Educator

<p><strong>Teacher Performance of the State Vocational High School Teachers in Surabaya</strong></p> <p> </p> <p>Dr. Amiartuti Kusumaningtyas, MM</p> <p>Faculty of Economics, 17 Agustus 1945 University, Surabaya, Indonesia</p> <p>Email: [email protected]</p> <p><strong> </strong></p> <p><strong>Abstract</strong></p> <p>State Vocational High School Teacher is a professional educator with major duties to educate, teach, build, direct, coach, assess and evaluate learners on the vocational high school education. Teacher as a professional educator should has the academic qualification. Academic qualification required for a teacher is he or she at least should be educated of bachelor degree or diploma four.</p> <p>Fundamentaly, teacher performance is determined by the expertise and ability of teacher concerned. These achievement factor is so thick and so critical in its relation to competence, compensation, and also job satisfaction that may become the obstacle in the enhancement of teacher performance.</p> <p>Population in this research was the teachers of the State Vocational High School Teachers in Surabaya, amounted to 317, educated in bachelor degree or diploma four, had have service of minimal 5 years. Data analysis used the simple random sampling, structural equation model (SEM) analysis, by the assistance of PLS 2 software, conducted on 92 respondents and able to explain the effect of competence and compensation on the job satisfaction and the performance of the State Vocational High School Teachers in Surabaya.</p> <p>The results of research indicated that: Competence and compensation significantly influential on teacher job satisfaction;  Competence and compensation significantly influential on teacher performance; Teacher Job satisfaction signifiacntly influential on the performance of the State Vocational High School Teachers in Surabaya.</p> <p>The largest effect of the three variables hipothesized on teacher performance in this research was the direct relatedness between compensation and teacher performance.</p> <p> </p> Key Words: competence, compensation, teacher job satisfaction, teacher performance

scholarly journals Male Teachers Attrition: Causes and Consequences in Ebonyi State Public Primary and Secondary Schools

2019 ◽  
Vol 2 (6) ◽  
Author(s):  
Paul Nwakpa
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Working Condition ◽  
Survey Design ◽  
Teaching Profession ◽  
Male Teachers ◽  
Educational Qualification ◽  
Poor Treatment ◽  
Poor Working Condition

Objectives: To identify the causes and consequences of male teachers attrition in primary and secondary school in Ebonyi State, and to recommend strategies for adoption. Methods/Statistical Analysis: Descriptive survey design was adopted. 300 respondents were used. A 30 item questionnaire was used for data collection. The instrument was validated by three experts. The reliability index of the instrument was 0.78. The instrument was administered on the respondents by the researcher and nine research assistants. Data collected were analyzed using mean scores and decision rule of 2.50. Findings: it was found in table one that low level of educational qualification, low salaries, poor working condition, poor motivation, lack of job satisfaction, poor treatment of teachers contributed to male teachers attrition in primary and secondary schools in Ebonyi state. The above findings agree with1 who opined that low salaries, low educational qualification of male teachers help in male teachers attrition in school.Poor working condition found in this study agrees with2 who observed that poor working condition helps in male teachers attrition in schools. This study found that lack of job satisfaction makes male teachers to drop from teachers is in agreement with3 observation that lack of job satisfaction makes male teachers to leave teaching profession. The uniqueness of the findings of this study lies in the strategies such as giving male students scholarship to read education, giving teachers hazard allowance, extending car loans to teachers, among others. Adopting all the suggested strategies would in fact add prestige to teaching profession and attract the best brains to teaching profession. Application/improvements: Adoption of the findings of this study will be the best approach to solve problems facing teaching and learning in primary and secondary schools in Ebonyi State.

scholarly journals Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

2021 ◽  
Vol 18 (23) ◽  
pp. 12763
Author(s):  
Florica Ortan ◽  
Ciprian Simut ◽  
Ramona Simut
Keyword(s):  
Job Satisfaction ◽  
Work Environment ◽  
Working Conditions ◽  
Self Efficacy ◽  
Student Behavior ◽  
Well Being ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Educational Process ◽  
K 12

Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention.

scholarly journals Investigating Some Construct Validity Threats to TALIS 2018 Teacher Job Satisfaction Scale: Implications for Social Science Researchers and Practitioners

2020 ◽  
Vol 9 (4) ◽  
pp. 38 ◽  
Author(s):  
Yusuf F. Zakariya
Keyword(s):  
Job Satisfaction ◽  
Construct Validity ◽  
Structural Equation ◽  
Measurement Model ◽  
Teacher Job Satisfaction ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Cross Sectional Survey ◽  
Satisfaction Scale ◽  
Cross Sectional

The credibility of findings ensuing from cross-sectional survey research depends largely on the validity and reliability of the research instruments. Critical attention to the quality of such instruments will ensure logical and valid results. The purpose of this article is to provide evidence for two methodological issues observed that are potential threats to construct validity of widely used Teaching and Learning International Survey (TALIS) 2018 data on teacher job satisfaction scale (TJSS). The first issue concerns reverse recoding of some items necessary to obtain a coherence covariance between these items and other items on the same subscale. The second issue concerns the addition of item cross-loading necessary to improve the fit of the TJSS. Both conceptual and empirical arguments are provided in the current article to substantiate these observations. A series of structural equation modeling tests are evaluated to assess the measurement model of the TJSS across 27 randomly selected countries/economies that participated in the survey. The results reveal gross misspecifications in the measurement model if these issues are not addressed. An alternative two-factor structure with an item cross-loading is proposed and evaluated for TJSS and found acceptable across the countries/economies. Some implications of findings for methodologists and practitioners are presented.

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