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Teachers' job satisfaction (TJS) can be defined as the emotional reactions of teachers to their jobs or teaching roles. In this study, it is aimed to investigate the determinants of teachers, principal and school-based factors on job satisfaction of teachers. In this study, which is based on relational survey model, secondary data obtained from TAL...
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... the between-group variables were examined, it was found that approximately half of the principals (54%) participated in the study were in the 40-49 age range, the majority (90.4%) of the principals participating in the study were men, the average work experience of the principals was 6.91 years, and approximately half of the participating schools (52%) were in cities and most of the schools (91.9%) were public schools. Table 2 shows the goodness of fit statistics displaying the fit of the model of the multi-level structural equation model established for teacher job satisfaction. Table 2 is examined, it is seen that TALIS 2018 research compliance statistics for the established model which analyses job satisfaction of teachers participating from Turkey, were calculated as CFI = 1.000> 0.97 and TLI = 1.000> 0.95, RMSEA = 0.000 <0.05 and SRM = 0.000 <0.05. ...Context 2
... 2 shows the goodness of fit statistics displaying the fit of the model of the multi-level structural equation model established for teacher job satisfaction. Table 2 is examined, it is seen that TALIS 2018 research compliance statistics for the established model which analyses job satisfaction of teachers participating from Turkey, were calculated as CFI = 1.000> 0.97 and TLI = 1.000> 0.95, RMSEA = 0.000 <0.05 and SRM = 0.000 <0.05. According to these values, it could be suggested that the multilevel structural equation model which was established for the assessment of job satisfaction of teachers who participated in TALIS 2018 from Turkey showed good agreement. ...Citations
... The factors affecting a teacher's job satisfaction, as mentioned by Sharma and Jyoti (2006), include internal, external, and demographic factors, along with individual characteristics and school conditions [32]. El-Hilali and Al-Rashidi's study on female primary school teachers in Kuwait found that job satisfaction is influenced by parental involvement, teacher personality traits (such as extroversion), and organisational support (specifically workload) [33]. Furthermore, Li and Hung (2012) noted that extroverted teachers experience higher job satisfaction when their work involves high levels of parental involvement and personal interactions [33]. ...
... El-Hilali and Al-Rashidi's study on female primary school teachers in Kuwait found that job satisfaction is influenced by parental involvement, teacher personality traits (such as extroversion), and organisational support (specifically workload) [33]. Furthermore, Li and Hung (2012) noted that extroverted teachers experience higher job satisfaction when their work involves high levels of parental involvement and personal interactions [33]. ...
Developing strategies for more collaborative models of school-parent relationships is essential for supporting teachers and, ultimately, enhancing student learning outcomes worldwide. The relationship between parents and teachers is crucial in the educational process and can significantly influence teachers' professional identity. This study examined the impact of parental involvement on teachers' professional identity, focusing on self-efficacy, work commitment, and job satisfaction. A quantitative approach was employed using linear data collection and analysis methods. Data were collected through questionnaires from a representative sample of teachers from various schools. Descriptive statistics were used to outline the characteristics of the dataset. In addition, a correlational design measured the relationship between the variables and identified the variables of parental involvement that best predict teachers' self-efficacy, work commitment, and job satisfaction. The results revealed a small negative correlation between parental involvement and self-efficacy. In contrast, communication with parents positively influenced teachers' work commitment. These findings could inform educational policy by fostering collaboration between parents and teachers, thus enhancing the overall educational environment.
... Traditionally, the private sector has provided funding and oversight for education [1][2][3]. It was not until the twentieth century that it was placed under the purview of the government sector, with the only goals of fostering social cohesion, nation-building, and social integration as well as the sharing of a core set of values [4][5][6][7]. Over time, governments worldwide have encountered many obstacles when it comes to funding and offering educational services to their 1.1 Study's objectives 1. ...
... Since his work in 1911, Frederick W. Taylor is regarded as a pioneer in the assessment of motivation and work satisfaction [11,38]. Since then, a great deal of study has been conducted to examine this specific phenomenon, making work satisfaction a popular research issue [6,25]. Numerous academic fields, including the management sciences, economics, psychology, and sociology, routinely conduct study on work satisfaction [5,20,39]. ...
... The literature contained conflicting findings from several national and international investigations. Some researchers [8,12] found no correlation between gender and work happiness among school teachers, while other researchers found high levels of satisfaction among male teachers and high levels of job satisfaction among female teachers [2,6,11,12,20,23,38]. ...
Positive feelings about one’s work are referred to as job satisfaction. On the other hand, a bad attitude regarding one's employment is job discontent. In mainstream research, studies on work satisfaction are commonplace. There have been thousands of research done all around the world. Teachers at secondary schools in Pakistan are taking the lead in conducting research on work satisfaction, despite the fact that this field is still underutilized.
The current study’s goal was to find out how satisfied male and female instructors were with their jobs in Bahawalpur, Pakistan’s private and public secondary schools. Teachers employed at Pakistan’s public and private schools in Bahawalpur were the study’s targeted demographic, which was chosen for this cross-sectional quantitative investigation. Random sampling was used in the selection of the research sample.
There were five hundred male and female secondary school teachers in the final sample. The survey was self-administered using a 36-item structured questionnaire by good docs. Descriptive and inferential statistics were employed in the data analysis to examine the collected information. The participants were categorized based on their age, gender, experience, qualifications, and type of institution (public vs. private) in order to determine the difference in work satisfactions using one-way ANOVA and an independent sample t-test.
The findings showed that compared to male instructors, female teachers had higher levels of satisfaction.
The research investigated that different public and private school teachers' work satisfactions are based on factors including age, experience, and qualifications.
The research findings may not be applicable to other school districts and a sizable population living in Bahawalpur, Pakistan. The author selected a broad sample of teachers (male/female) from public and private schools.
The current study was to characterize the elements that lead to teacher satisfaction and discontent among secondary school instructors in Bahawalpur, Pakistan.
... However, the repayment amounts and conditions associated with these loans can vary widely across different regions. High repayment amounts have placed a heavy financial burden on teachers, affecting their overall well-being and job satisfaction (Özkan and Akgenç, 2022). This has led to increased stress, reduced motivation, and potential financial hardships, ultimately impacting the quality of education they provide. ...
... Various studies, such as those by Celestin (2022), Koomson et al. (2024), Lameck and Magali (2022) and Özkan and Akgenç (2022) [21] have shown that low financial well-being and financial distress can lead to detrimental effects on psychological and physical health, reduced confidence, decreased productivity in the workplace, and increased absenteeism, delays, and lack of concentration. However, few of the reviewed studies have explored the effect of loan repayment amounts on teachers' welfare. ...
... Various studies, such as those by Celestin (2022), Koomson et al. (2024), Lameck and Magali (2022) and Özkan and Akgenç (2022) [21] have shown that low financial well-being and financial distress can lead to detrimental effects on psychological and physical health, reduced confidence, decreased productivity in the workplace, and increased absenteeism, delays, and lack of concentration. However, few of the reviewed studies have explored the effect of loan repayment amounts on teachers' welfare. ...
This study examines the impact of salary loan repayment amounts on the welfare of secondary school teachers in Songea District, grounded in the Moral Hazard Theory, which suggests that shielding individuals from the full consequences of their actions can alter their behavior. Employing a convergent mixed methods design, the research targeted 309 teachers across 21 secondary schools, utilizing the Cohen formula to sample 60 teachers and the Mugenda and Mugenda formula for selecting 10 schools [18]. Data was collected through questionnaires and interviews, ensuring validity and reliability through expert feedback, pilot testing, and Cronbach's alpha analysis (Alpha equal sign 0.707). Analyzed using SPSS Version 22, quantitative data were presented in tables, frequencies, means, and standard deviations, while qualitative data were contextually analyzed. The findings revealed that loan repayment amounts significantly affect teacher welfare, with reasonable repayment structures supporting career development and overall well being. The study recommends policymakers and educational authorities design affordable loan repayment structures and promote financial literacy programs. Future research should explore the affordability of monthly payments on teachers welfare. Ethical considerations were meticulously followed, including confidentiality and proper citation of sources.
... Today, numerous countries and local initiatives have emerged to promote the growth of programs that provide incentives based on performance [22]. Accordingly, numerous countries have been applying the concept of Performance pay for teachers, performance-related pay for teachers is being introduced in many countries in the world [12]. For instance, in 2018 in China, China's State Council released the Guidelines for the Implementation of Performance Pay in Compulsory Schools and these guidelines require K-9 schools to integrate a teacher performance pay system [20]. ...
Objectives: The primary objective of this review paper is to examine the impact of salary on teacher performance in secondary schools. Methodology: The research utilizes an in-depth analysis of existing literature to examine how teacher salaries impact their performance. It examines data from multiple sources to investigate the trends and results related to teacher pay in different educational settings. Results: The results show a clear connection between fair teacher wages and enhanced performance. Educators who are fairly paid are more inspired, content, and dedicated to their duties, leading to superior educational results for students. In contrast, inadequate salaries lead to a significant turnover of teachers, especially in rural and less developed areas, which worsens educational inequalities. Conclusion: The research indicates that teacher salaries play a crucial role in guaranteeing a high standard of education. Proper payment not only boosts the performance of teachers but also helps maintain the stability and efficiency of the education system. Recommendations: It is recommended that educational policymakers prioritize competitive salary structures for teachers to enhance their performance and retention. Additionally, further empirical research should be conducted to explore the nuanced impacts of teacher pay on educational outcomes across different contexts.
... Teachers who take on more tasks should get adequate support, resources, and recognition to minimize potential negative effects on their performance. Good adult interactions, particularly those that are attentive to and sensitive to cultural differences, can promote the welfare and development of students (Özkan & Akgenç, 2022). ...
This qualitative study method explores the opportunities and demanding situations the extra educational obligations pose to the overall performance of instructors at the college level. Through in-depth interviews and observations, complemented via quantitative analysis of survey statistics, this examines well-known shows that extra obligations with studies, mentoring, and curriculum improvement can beautify teachers’ professional growth, research productiveness, and scholar engagement. However, these responsibilities also create challenges with workload management, time constraints, and conflicting priorities. The findings spotlight the want universities to strike stability among coaching, research, and career obligations to optimize teachers' overall performance and scholar-mastering effects. The implications include instructor workload control, school improvement, and faculty policymaking. Additionally, this contributes to the present body of studies on instructional workloads and trainer performance, offering insights into the complex interplay between teaching, studies, and career duties. The effects advocate that universities must consider the potential impact of additional academic obligations on teachers' workloads and scholars gaining knowledge of results and increasing strategies to aid instructors in dealing with their duties correctly. By exploring the opportunities and demanding situations related to extra educational responsibilities, this observation aims to inform proof-primarily based rules and practices that promote excellence in coaching and gaining knowledge at the faculty stage.
... Means by which teachers can be motivated are by praising them, recognition, crafting and compelling a reward program, recognizing efforts, encouraging their ideas, buying them lunch, creating breaks and creating a forum that they can recognize each other's handwork. Ozkan and Akgenç (2022), explain that job satisfaction of teachers has significant importance for positive teaching styles and it enables and support meaningful teaching and learning. Teachers with high job satisfaction are more likely eager to improve their teaching efforts and skills that can play an important role in students learning. ...
The study on incentives and job satisfaction among music teachers in private secondary schools, Uyo, Akwa Ibom State is poised to assess whether there are incentives or job satisfaction among music teachers in private schools. Three specific objectives are formulated to guide the study in order to examine the types of incentives given to teachers, to ascertain if music teachers are satisfied in their teaching career, and to examine if there is correlation between incentives and job satisfaction. A qualitative survey research design was adopted for the study. The population consisted of all music teachers from the selected 20 private secondary schools in Uyo. A self-structured questionnaire titled 'Incentives and Job Satisfaction among Music Teachers in Private Secondary Schools in Uyo' (IJSAMTPSSU) and was used for data collection. The instrument was validated and data collected were analyzed using frequency and simple percentage. Findings revealed that 75% agree that they are not given incentives, 55% agreed that they are contented with teaching job, while 95% agreed that apart from salary if monetary bonuses and other incentives are given to teachers by their employers, the outcome of the educational productivity would be very high and encouraging. In conclusion, it is revealed that incentives have a significant relationship with job satisfaction. The researcher recommends that incentive scheme.
... The relevance of 21st century skills in developing and advancing individuals and societies has initiated changes in educational procedures and practices. As a result, educational institutions (including public CoEs in Ghana) must provide the knowledge and skills learners need to succeed in the 21 st century (Özkan & Akgenç, 2022). There is a consensus that teachers play a vital role as the key architects in training learners to imbibe the desired knowledge and skills. ...
... -Ажлын сэтгэл ханамжид багшийн авч буй цалин хөлс, мэргэжлээрээ хөгжих боломж, ажлын нөхцөл, ачаалал, багшийн хувь нэмрийг хүлээн зөвшөөрч, үнэлдэг байдал зэрэг хүчин зүйлс нөлөөлдөг байна (Forde & McMahon, 2019). -Багшийн нас, хүйс, ажилласан жил, орлогын хэмжээ (Hasanzadeh & Gholami, 2023), карьер, мэргэжлийн хөгжлийн үйл ажиллагаа, сургуулийн захирлын хүйс, ажлын туршлага болон сургуулийн байршил, төрөл (Özkan & Akgenç, 2023) зэргээс хамааран багшийн ажлын сэтгэл ханамж харилцан адилгүй байна. -Монгол улсад хийгдсэн "ЕБС-ийн багшийн ажлын сэтгэл ханамжийн судалгаа"-аар ЕБС-ийн багш нарын мэргэжлийн болон ажлын орчны сэтгэл ханамж өндөр байсан бөгөөд үүнд багшийн хүйс, мэргэжлийн зэрэг, багш-сурагчийн харилцаа болон хамтран ажиллагсдын хамтын ажиллагаа эерэг хамааралтай байжээ (Г. ...
Many countries are implementing policies that provide favourable working conditions and professional development opportunities to encourage teachers. Those conditions and opportunities are essential for teachers to be satisfied with their work. Furthermore, teachers’ job satisfaction has an important effect on their professional stability and high performance. This study aims to determine the extent of teachers’ job satisfaction at all levels of educational institutions and whether there are differences between educational institutions. The data were collected through the online platform (www.esis.edu.mn) of the education sector. The 10,429 teachers (including university professors) of all levels of educational institutions participated in the survey. In addition, the data were processed using MS Excel and SPSS (Statistical Package for the Social Sciences) programs. As a result of this study, there was a statistically significant difference in teachers’ job satisfaction between educational institutions.
... -Ажлын сэтгэл ханамжид багшийн авч буй цалин хөлс, мэргэжлээрээ хөгжих боломж, ажлын нөхцөл, ачаалал, багшийн хувь нэмрийг хүлээн зөвшөөрч, үнэлдэг байдал зэрэг хүчин зүйлс нөлөөлдөг байна (Forde & McMahon, 2019). -Багшийн нас, хүйс, ажилласан жил, орлогын хэмжээ (Hasanzadeh & Gholami, 2023), карьер, мэргэжлийн хөгжлийн үйл ажиллагаа, сургуулийн захирлын хүйс, ажлын туршлага болон сургуулийн байршил, төрөл (Özkan & Akgenç, 2023) зэргээс хамааран багшийн ажлын сэтгэл ханамж харилцан адилгүй байна. -Монгол улсад хийгдсэн "ЕБС-ийн багшийн ажлын сэтгэл ханамжийн судалгаа"-аар ЕБС-ийн багш нарын мэргэжлийн болон ажлын орчны сэтгэл ханамж өндөр байсан бөгөөд үүнд багшийн хүйс, мэргэжлийн зэрэг, багш-сурагчийн харилцаа болон хамтран ажиллагсдын хамтын ажиллагаа эерэг хамааралтай байжээ (Г. ...
Many countries are implementing policies that provide favourable working conditions and professional development opportunities to encourage teachers. Those conditions and opportunities are essential for teachers to be satisfied with their work. Furthermore, teachers’ job satisfaction has an important effect on their professional stability and high performance. This study aims to determine the extent of teachers’ job satisfaction at all levels of educational institutions and whether there are differences between educational institutions. The data were collected through the online platform (www.esis.edu.mn) of the education sector. The 10,429 teachers (including university professors) of all levels of educational institutions participated in the survey. In addition, the data were processed using MS Excel and SPSS (Statistical Package for the Social Sciences) programs. As a result of this study, there was a statistically significant difference in teachers’ job satisfaction between educational institutions.
... No significant relationship was found between teacher job satisfaction and work experience (the length of service), which was also confirmed in other studies [70,[77][78][79][80][81] examining the relationship between the learning organisation and the primary teacher's job satisfaction. No significant relationship was found between teacher job satisfaction and whether the teacher works in a small school of up to 100 pupils or a large school of more than 1000 pupils and whether the school is located in one of the state cities defined in the Law on Administrative Territories and Populated Areas of the Republic of Latvia [82] or in other cities or municipalities. ...
... The last one can be explained by the fact that teachers in Latvia, regardless of the geographical location of the school, face similar professional challenges due to the changes taking place in the education sector, such as changes in the curriculum and teaching approach, school management model, etc., which may affect the job satisfaction both in one particular educational institution and in the education system as a whole. In contrast, when analysing the TALIS-2018 research data on teachers in Turkey, the location of the school was found to be one of the determinants of teacher job satisfaction [81]. ...
The purpose of the study was to examine the relationship between the school as a learning organisation (SLO) and teacher job satisfaction in general education in Latvia. This study also examined teacher job satisfaction depending on the school type (primary, elementary and secondary school), school size, the geographical location of the school, the teacher’s work experience, the teacher’s workload and whether the teacher’s has one or more jobs. A structured questionnaire on the eight dimensions of the Latvian SLO model was used, which was developed within the project, “A model and tool to support the implementation of the approach school as a learning organisation in educational institutions”. The study sample included 478 teachers from 62 general educational institutions in Latvia. A significant relationship was found between all SLO dimensions and teacher job satisfaction in general education in Latvia. A significant relationship was not found between teacher job satisfaction and the school type, the school size, the geographical location of the school and the teacher’s work experience and workload; however, the data reveal that teachers who have almost full-time or full-time employment at school and those who work in only one school are more satisfied with their work.
