Professional Commitment and Job Satisfaction among Secondary School Teachers

2016 ◽  
Vol 7 (3) ◽  
pp. 255 ◽  
Author(s):  
Sarah Basu
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Professional Commitment ◽  
School Teachers

scholarly journals Job Satisfaction of Teachers In Relation to Professional Commitment

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Liyaqat Bashir
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Role Model ◽  
Secondary School Teachers ◽  
Professional Commitment ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Male And Female ◽  
Significant Difference ◽  
Meaningful Interaction

Teaching is a highly noble profession and teachers are always a boon to the society. The ultimate process of education could be simplified as a meaningful interaction between the teacher and the taught. The teacher thus plays a direct and crucial role in molding a pupil towards education. Since a teacher is a role model for the students, job satisfaction and professional commitment of teachers become very vital in the fields of education. Thus the researcher felt the need to investigate the job satisfaction in relation to professional commitment of secondary school teachers. The sample of this study consisted of 300 teachers selected from Punjab in India. Job Satisfaction Scale standardized by Dr. (Mrs.) Meera Dixit (1993) and Professional Commitment scale developed by Dr. Ravinder Kaur and Sarabjit Kaur (2011) was administered to collect the data. The result indicates that there exists a significant difference between male and female secondary school teachers in their job satisfaction and there exists no significant difference between male and female secondary school teachers in their professional commitment. Further result shows that there exists positive significant relationship between job satisfaction and professional commitment. This proves that job satisfaction and professional commitment are significantly related to each other.

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.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals Relationship Between Organizational Agility, Innovative Work Behaviors, and Job Satisfaction Among the Second-grade High School Teachers

2021 ◽  
Vol 9 (4) ◽  
pp. 86-95
Author(s):  
Azim Omidvar ◽  
◽  
Adel Zahed ◽  
Mehdi Moeinikia ◽  
Ali Khaleghkhah ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Regression Analysis ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Second Grade ◽  
Work Behaviors ◽  
Organizational Agility ◽  
School Teachers ◽  
Statistical Population ◽  
Innovative Work

Objective: The present study explored the relationship between organizational agility, innovative work behaviors, and job satisfaction in second-grade secondary school teachers in Ardebil City, Iran. Methods: This was a descriptive correlational study. The statistical population of this research was all secondary school teachers in Ardebil City, Iran, in the academic year of 2016-2017. Among them, 129 teachers were selected by cluster random sampling method. The research tools were the Organizational Agility Scale (Zhang et al., 2000), the Innovative Work Behavior Questionnaire (Holman et al., 2011), and the Job Satisfaction Scale (Berifield et al., 1951). Data analysis was performed using Pearson’s correlation coefficient and regression analysis method. Results: The obtained results indicated a significant positive correlation between organizational agility, innovative work behaviors, and teachers' job satisfaction. Furthermore, the results of regression analysis revealed that roughly 0.42% of the total variance of job satisfaction was predicted based on organizational agility and innovative work behaviors (P<0.001). Conclusion: The obtained results suggested that organizational agility and innovative work behaviors were related to the prevention of teachers' job satisfaction, which calls for the attention of authorities and educators to these variables.

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