Professional Development and Teacher Job Satisfaction: Evidence from a Multilevel Model

Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact of various aspects of professional development for teachers (as well as interactions of these aspects) on job satisfaction. The main goal is to disentangle the interactions between need for and participation in professional development activities, allowing more detailed and precise analyses that may lead to a better substantiated understanding of the mechanisms at work. We use data from the 2018 wave of the OECD’s Teaching and Learning International Survey (TALIS). The hierarchical data structure of teachers nested in schools, nested in regions requires the use of appropriate estimation techniques: multilevel or hierarchical linear modelling (HLM). We find a significant positive relationship between job satisfaction and need for professional development for teaching diversity and special needs, which is (negatively) moderated by the number of professional development activities a teacher had participated in. Another indicator, measuring the need for professional development in subject matter and pedagogy, shows a significant negative relationship with job satisfaction and is (positively) moderated by the amount of professional development.

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

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.

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

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.

The Impact of the Principal Leadership Style on Teacher Job Satisfaction among Arab Teachers in Israel: A Qualitative Analysis

This study examines the impact of the management and leadership style of a school principal on teachers’ satisfaction in the Arab sector in Israel. The article presents central concepts of the research and the influence of each of the leadership and management styles of principals on teachers’ satisfaction within an Arab school in Israel. Teachers’ satisfaction (the dependent variable) refers to various variables related to teachers’ well-being at school, such as organizational commitment and motivation in the workplace, that are also linked to the teacher satisfaction (Arar & Masri-Herzallah, 2016). Accordingly, these variables are presented with reference to their definition, their impact, and the way they are affected by the management and leadership styles. The research is based on the qualitative methodology, in which we conducted observations in these Arab schools in Israel in and around the Arab city of Nazareth. In these observations, we visited the schools and observed how teachers and principals communicate and whether teachers were satisfied from their interaction with the principal.

Productive teacher job satisfaction: Disentangling organizational climate, facility management, and organizational citizenship behavior

<span>Productive teachers are teachers who teach vocational subjects. A productive teacher has complex characteristics and professional requirements so that job satisfaction must be considered. The research objective was to analyze the direct effect of organizational climate, management of facilities and infrastructure, organizational citizenship behavior on the job satisfaction of productive teachers. The research employed a quantitative approach with a survey method. The research sample was conducted at 46 private vocational high schools with a total of 270 productive teachers in East Jakarta, Indonesia. Data was analyze using path analysis. The results showed that there is no direct influence of organizational climate on job satisfaction of productive teachers; there is no direct effect of facility and infrastructure management on job satisfaction of productive teachers; there is a direct influence of organizational citizenship behavior on job satisfaction of productive teachers.</span>

Influence Of Knowledge Sharing, Work Environment And Motivation On Teacher Performance Mediated By Job Satisfaction SMK Teacher In Malang City

The purpose of the study was to determine the effect of knowledge sharing, work environment and motivation on teacher job satisfaction, to determine the effect of knowledge sharing, work environment and motivation on teacher performance, to determine the effect of teacher job satisfaction on teacher performance, to determine the effect of knowledge sharing, work environment and motivation on teacher performance. teacher performance mediated by teacher job satisfaction. The research population was 1,156 vocational high school teachers, with a research sample of 200 teachers as respondents. The research design is explanatory research, with a quantitative approach. The data analysis technique used Structural Equation Modeling (SEM) with AMOS 23 and SPSS 21 software. The results showed that knowledge sharing, work environment, and motivation had an effect on teacher job satisfaction.