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Physics, Chemistry and Biology Teachers’ Reasons for Choosing the Profession of Teaching and Their Levels of Job Satisfaction with Respect to Certain Variables

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Abstract

The purpose of this study was to determine teachers’ reasons for choosing the profession of teaching and their level of job satisfaction and to investigate the effects of certain variables on their job satisfaction. The research data were collected via a questionnaire form to determine the demographic backgrounds of the participants and a Job Satisfaction Scale made up of 32 items in five parts. For the analysis of the data, descriptive statistics, t-test and Scheffe test were used. Of all the participants, 34.8% of them preferred to be a teacher just because they wanted to do the profession of teaching; 20.8% of them reported that they incidentally became a teacher; 16.8% of them stated they became a teacher as it was easy to get employed after graduation; and only 0.7% of them believed the salary was satisfactory. The mean score of the participating teachers’ overall responses to the scale was calculated as 66.5, which demonstrated that the teachers had a moderate level of satisfaction with their jobs. Moreover, it was seen that the teachers’ levels of job satisfaction differed significantly with respect to their gender, age and fields of teaching.

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Job satisfaction is a set of favorable or unfavorable feelings and emotions with which employees view their works. It refers to a collection of attitudes that workers have about their job. The present study was conducted to investigate the difference between gender (male and female teachers) and types of school (urban and rural) about job satisfaction. Study was descriptive in nature and Minnesota satisfaction questionnaire was used to collect data. The data were collected from 785 teachers selected from all Public High schools (192) in one district .The findings were drawn after the descriptive and inferential analysis, Means, Standard Deviation and 't' test, was run to test the hypotheses. Generally teachers were less satisfied with advancement, compensation, supervision human-relation, and working conditions. Female teachers were more satisfied than their male counterparts. There was no significant difference between urban and rural teachers' job satisfaction.
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Job satisfaction is a set of favorable or unfavorable feelings and emotions with which employees view their works. It refers to a collection of attitudes that workers have about their job. The present study was conducted to investigate the difference between gender (male and female teachers) and types of school (urban and rural) about job satisfaction. Study was descriptive in nature and Minnesota satisfaction questionnaire was used to collect data. The data were collected from 785 teachers selected from all Public High schools (192) in one district .The findings were drawn after the descriptive and inferential analysis, Means, Standard Deviation and 't' test, was run to test the hypotheses. Generally teachers were less satisfied with advancement, compensation, supervision human-relation, and working conditions. Female teachers were more satisfied than their male counterparts. There was no significant difference between urban and rural teachers' job satisfaction.
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Determining teacher quality has become a critical focus for public school administrators due to the codification of the No Child Left Behind Act of 2001. Recruitment and retention of quality teachers is not only beneficial for continual student achievement but cost effective for school districts. The qualitative study was conducted administering both instruments to all certificated teachers in a rural, mid-size school district located in the mid-west. The purpose of this study was to determine the relationship between teacher evaluation practices and teacher job satisfaction as measured by the Teacher Evaluation Profile and one subscale of the Teacher Job Satisfaction Questionnaire. The data from both instruments were analyzed using the Pearson product-moment. Demographic data pertaining to gender, years of teaching experience, and teaching assignment grade level were collected and were used as predictors for multiple regression analyses. A significant relationship between was found to exist between one subscale of the Teacher Evaluation Profile and the Teacher Job Satisfaction Questionnaire subscale. No significant difference resulted from the multiple regression analyses using the predictors of gender, years of teaching experience, and teaching assignment grade level. Recommendations for future studies are to replicate the study using different subscales of the Teacher Job Satisfaction Questionnaire The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Mode of access: World Wide Web. Title from title screen of research.pdf file (viewed on August 2, 2007) Thesis (Ed. D.) University of Missouri-Columbia, 2006. Includes bibliographical references.
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This study compared the perceptions of middle school teachers regarding the characteristics of teams in theirs school and their job satisfaction levels. The study used two instruments to collect data. The Team Excellence Feedback for Development instrument was used to identify the extent to which teachers perceive the characteristics of highly effective teams in their schools; the Mohrman-Cooke-Mohrman Job Satisfaction Scales were used to measure teacher intrinsic, extrinsic, and overall job satisfaction; and a researcher-created questionnaire was used to collect ancillary data. Statistical analysis revealed a significant relationship between teachers' perceptions of the characteristics of the teams in their schools and their expressed job satisfaction. The results of the study indicate that maintenance of a collaborative culture in which educators engage in focused and purposeful activities dealing with instruction, assessment and professional development is essential in motivating teachers to perform above and beyond their current level. The study concluded that the attributes of teaming can impact teachers' attitudes toward their jobs and their motivation to improve performance.
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The Self-Administered Tool for Awareness and Relaxation (STAR) is a stress management strategy designed to facilitate awareness of the physical, mental, emotional, and physiological effects of stress through the interconnectedness of the brain, body, and emotions. The purpose of the article is to present a stress-management model for teachers, especially special educators, to use on a daily basis to help prevent professional burnout and better cope with job-related stress. Research, definitions, and factors contributing to teacher stress are included. The STAR is described, along with a rationale for its components: the full color spectrum, brain-body research, physical exercise, therapeutic touch, and positive affirmations.
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