Teacher job satisfaction: the importance of school working conditions and teacher characteristics

Educational Review, Journal Year: 2020, Volume and Issue: 73(1), P. 71 - 97

Published: Jan. 8, 2020

Given that teacher shortage is an international problem, job satisfaction merits closer attention. Not only closely related to retention, but it also contributes the well-being of teachers and their students, overall school cohesion enhanced status teaching profession. This study investigates relations between satisfaction, working conditions characteristics for eighth grade mathematics teachers. The employs TIMSS 2015 (Trends in International Mathematics Science Study) data from Sweden. Confirmatory factor analysis structural equation modelling are used as main methods. Results demonstrate a substantial association satisfaction. More specifically, workload, cooperation perceptions student discipline were factors most As characteristics, female teachers, with more exposure professional development efficacious tended have higher levels In addition, was found relationship extent pronounced male while important lower self-efficacy beliefs. Implications policy further discussed.

Language: Английский

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The wellbeing of language teachers in the private sector: An ecological perspective

Language Teaching Research, Journal Year: 2020, Volume and Issue: 27(5), P. 1054 - 1077

Published: Nov. 28, 2020

The teaching profession has been characterized as having high levels of stress and record rates burnout attrition. Language is no exception to this global trend. Indeed, it could be argued that subject additional specific stressors such intercultural linguistic demands well the frequent use energy-intense methodologies. Generally, language teacher psychology relatively neglected in research; however, those working private sector have almost exclusively ignored. In terms wellbeing, especially problematic given concerns about their conditions. Therefore, study takes an ecological perspective investigating wellbeing teachers English (ELT) Malta. Eight volunteer took part a series two semi-structured interviews assisted by visual prompts journal entries. data were analysed using grounded Interpretative Phenomenological Analysis (IPA) approach presented line with perspective. main findings revealed how teachers’ defined business model character particular conditions status ELT For teachers, very often means precarity job future prospects. However, also aspects positivity. example, reported enjoying teaching, positive relationships colleagues students, work climate, which varied across institutions. suggest implications for good practice field directions further research.

Language: Английский

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Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Perceptual and Motor Skills, Journal Year: 2023, Volume and Issue: 130(5), P. 2269 - 2299

Published: July 3, 2023

We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. invited a convenience sample of 355 teachers English as foreign language (EFL) to respond four online questionnaires. used confirmatory factor analysis (CFA) check the scales' construct validity structural equation modeling (SEM) test associations among variables. Our results showed that school-climate, were direct predictors teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, induced well-being. School climate also indirectly influenced FLTE, mediated wellbeing, with predictor wellbeing. directly discuss implications these findings for teacher-education programs.

Language: Английский

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Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis

International Journal of Inclusive Education, Journal Year: 2020, Volume and Issue: 26(9), P. 958 - 972

Published: April 20, 2020

Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on causal relationship between efficacy is still rare inconclusive. Therefore, present study focused identifying interdependent teachers' their using a cross-lagged panel design path analysis. A total 1326 teachers from Finish schools participated in electronic survey. Teachers' were five times (attitudes concerns subscale) three over years. The outcomes indicated that both constructs are relatively stable measured period. Moreover had positive effect time types but not vice versa. This was stronger concerns. These results similar male female respondents novice expert teachers. implies increasing for practices likely change toward direction. Implications developing education discussed.

Language: Английский

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Teacher and school determinants of teacher job satisfaction: a multilevel analysis

School Effectiveness and School Improvement, Journal Year: 2020, Volume and Issue: 31(4), P. 641 - 659

Published: May 18, 2020

Teacher job satisfaction is an essential factor for teachers’ and school effectiveness students’ academic educational achievement. The present research aims to identify variables that contribute in a Portuguese sample of lower secondary education teachers, using data from the Teaching Learning International Survey (TALIS) 2013. Two questionnaires were used collect data: principal’s questionnaire, teacher questionnaire. Hierarchical linear modelling was study relation school-level teacher-level satisfaction. results show are better predictors than variables, except variable public/private school. In addition, related interpersonal relations emerge as most significant suggest that, order improve, schools must take care relations, mainly at classroom level, where perceived seems rest.

Language: Английский

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The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave

Journal of Educational Administration, Journal Year: 2019, Volume and Issue: 57(6), P. 615 - 634

Published: June 7, 2019

Purpose The actions of school leaders engender working conditions that can play a role in positively (or negatively) affecting teachers’ motivation, well-being or professional practice. purpose this paper is to explore how leader might bring about positive teacher outcomes through meeting psychological needs at three distinct levels: the intrapersonal, interpersonal and organizational. Design/methodology/approach Using sample over 1,500 teachers from 73 schools large, high-poverty, urban Midwestern district, authors applied multilevel path analysis study relationships between organizational dimensions affective states burnout, commitment intent leave and/or profession. Findings Whereas intrapersonal dimension works primarily findings suggest (teacher–principal interactions) functions cultivate among teachers. At level, cultivating trusting, enabling work environment where build on existing knowledge skills had demonstrated relationship collective burnout commitment, but only degree these serve efficacy. Practical implications In addressing deficits support for within school, have significant mechanism which affect attitudes emotions precede turnover behavior. However, should be thought as multidimensional – no single (either organizational) alone will sufficient. Principals expect both one-on-one well collectively with address their learners. Originality/value Prior studies examining various included many common constructs, demonstrate self-determination theory could used unify seemingly unique characteristics respect they thwart) also empirically test wide-range commonly-used outcomes.

Language: Английский

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School climate multidimensionality and measurement: a systematic literature review

Research Papers in Education, Journal Year: 2020, Volume and Issue: 36(5), P. 561 - 587

Published: Jan. 2, 2020

School climate refers to individual perceptions of moral, relational and institutional aspects school life. A growing body research has confirmed the importance studying for developing interventions able reduce problem behaviours promote student teacher wellbeing. However, literature shows that in field meets some challenges, as it is difficult empirically capture nature such a complex broad construct. In current work, we build on results previous reviews addressing particular two main concerns researchers, namely multidimensionality measurement. particular, present an overview empirical carried out from 2010 on, with aim specifically three issues. First, describe which measures were actually used studies. Second, explore whether Wang Degol's (2016) effort establish common multidimensional ground was echoed by authors researching field. Third, account studies based multiple informants longitudinal data. conclusion, discuss limitations suggest areas future development intervention.

Language: Английский

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Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

International Journal of STEM Education, Journal Year: 2020, Volume and Issue: 7(1)

Published: March 9, 2020

Abstract Background Identification and retention of effective teachers in STEM education play cardinal roles teacher recruitment exercises worldwide. Studies on factors that characterize have therefore gained popularity recent times. Teacher self-efficacy, job satisfaction school climate are among other attracted global attention. Thus, proper understanding the relations between these is equally important. The purpose this study to validate cross-validate a model direct/indirect effects self-efficacy satisfaction. Results data used for current extracted from publicly available Teaching Learning International Survey (TALIS) 2018 survey. Structural equation modeling approach was analyses coupled with robust maximum likelihood ensure accurate estimations models. results validated models show strong direct impact satisfaction, mediating effect This exhibits structural invariance factor loadings, intercepts regression weights across two independent samples population 3951 lower secondary Norway. Conclusion findings do provide empirical evidence Norwegian teachers. cross-validation also established using an sample enhance generalization findings. Two methodological observations concerning recoding some items as well addition item cross-loading measurement scales raised addressed. It recommended researchers who will be TALIS should take note observations.

Language: Английский

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Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement

Creative Education, Journal Year: 2019, Volume and Issue: 10(07), P. 1400 - 1424

Published: Jan. 1, 2019

The purpose of this study was to explore how collective teacher efficacy and self-efficacy were related teachers' perceptions job resources demands in the working environment at school, feeling belonging engagement. Three included: positive supportive relations with colleagues, school leadership, shared goals values. also discipline problems, time pressure, student diversity. Participants seven hundred sixty teachers elementary (grade 1 - 7) middle 8 10). Data analyzed by means confirmatory factor analysis SEM analyses. revealed that all positively associated whereas analyses indicated indirectly self-efficacy, mediated through engagement, self-efficacy.

Language: Английский

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The (virtual) teaching of physical education in times of pandemic

European Physical Education Review, Journal Year: 2021, Volume and Issue: 28(1), P. 205 - 224

Published: July 12, 2021

This study analyses the factors that affect pedagogical practice and consideration of subject physical education (PE) for a group students in initial training to become teachers, with intention (a) discovering what feelings COVID-19 pandemic arouses future teachers when having teach virtually, (b) investigating advantages disadvantages virtual teaching PE during pandemic, (c) finding out how has changed their perception towards passion teaching. Twelve (four women eight men), who were completing practicum last year at university, participated study. A qualitative methodology was employed, which data obtained through individual online interviews focus groups. The analysed using thematic content analysis constant comparison method. results show, among other aspects, understand be carried face-to-face order not lose its meaning, there are implicit shortcomings model, is greater probability suffering from teacher stress disenchantment profession following an methodology. can used foster critical dialogue regarding difficulty faced by today, crucial moment political, social cultural aspects surrounding it changing.

Language: Английский

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