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Article
Publication date: 22 January 2024

Furkan Khan, Preeti and Vishal Gupta

Building on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between…

Abstract

Purpose

Building on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction.

Design/methodology/approach

The study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (N = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures.

Findings

Regression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction.

Research limitations/implications

This is a cross-sectional study. The scope for causal inferences is, thus, limited.

Practical implications

In the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction.

Originality/value

The study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.

Details

Journal of Educational Administration, vol. 62 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 17 November 2023

Fang Wang and Zhicheng Wang

The present study aimed to examining the association between work–family conflict and turnover intention by exploring the mediating effect of job satisfaction and the moderating…

Abstract

Purpose

The present study aimed to examining the association between work–family conflict and turnover intention by exploring the mediating effect of job satisfaction and the moderating effect of perceived organizational support on preschool teachers in China.

Design/methodology/approach

A survey of 827 preschool teachers was conducted, and the data were analyzed using correlation analysis, hierarchical linear regression and path analysis with a structural equation model.

Findings

The results revealed that work–family conflict was significantly and positively associated with preschool teachers' turnover intention. Job satisfaction partially mediated the relationship between work–family conflict and turnover intention, while perceived organizational support moderated the association between work–family conflict and job satisfaction, thus mitigating the negative impact of work–family conflict on job satisfaction.

Originality/value

These findings contribute to the understanding of turnover among preschool teachers and suggest the need to enhance perceived organizational support to promote job satisfaction and reduce turnover in this profession.

Details

Journal of Organizational Change Management, vol. 37 no. 1
Type: Research Article
ISSN: 0953-4814

Keywords

Article
Publication date: 19 May 2023

Rima Charbaji El-Kassem

This study aims to examine the relationship between TQM practices and teachers' job satisfaction in Qatar, visualizing this relationship through a path causal model.

Abstract

Purpose

This study aims to examine the relationship between TQM practices and teachers' job satisfaction in Qatar, visualizing this relationship through a path causal model.

Design/methodology/approach

A cross-sectional survey from different schools in Qatar was conducted, using a questionnaire administered to 359 teachers. Factor analysis was used to establish the construct validity of the questionnaire, using two statistical tests: Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy, and Bartlett's test of sphericity.

Findings

The TQM practices measured were information, professional development, teachers' involvement in decision-making, teamwork and salary. Regression analyses showed that only four of the five constructs were significant in predicting teachers' job satisfaction. The path causal model's results revealed that each explanatory variable's direct effect was strengthened via the effect of the other independent variables.

Practical implications

Teachers who are highly satisfied with their jobs are willing to give their best. This study proposes a conceptual causal model for TQM adoption in the Qatar educational system. The proposed causal model will help policymakers and decision-makers in Qatari schools to draw strategies based on the antecedents and consequences of teachers' involvement in decision-making.

Originality/value

Empirically, this article has employed the concepts of TQM and job satisfaction to construct a causal model, demonstrating the effect of TQM practices on teachers' job satisfaction in schools in Qatar, thus bridging the gap between the two fields. To the best of the researcher's knowledge, no prior studies have examined this relationship within Qatari schools.

Details

The TQM Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1754-2731

Keywords

Article
Publication date: 11 May 2021

Po Tsai and Panayiotis Antoniou

This paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement…

Abstract

Purpose

This paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement and teacher job satisfaction in Taiwan.

Design/methodology/approach

Data were collected from 110 fifth grade primary school teachers and their students (n = 2,334) between 10 and 10 years old. A teacher questionnaire and a criterion-reference test in mathematics were distributed during the academic year 2016–2017. The data were analysed using confirmatory factor analysis and stepwise linear regression.

Findings

The results revealed that teacher attitudes to teaching mathematics, efficacy in classroom environment and student achievement in mathematics could, to some extent, explain variations in teacher job satisfaction. Of all the variables, teacher attitudes to teaching mathematics explained the largest portion of the variance in teacher job satisfaction.

Originality/value

These findings support the proposition that teacher attitudes to teaching mathematics affect teacher job satisfaction, which is in turn, translatable into enhanced teacher effectiveness. It is important to note that this study explores the impact of student achievement on teacher job satisfaction (and not the other way round), which is a relationship that remains under-researched and needs further investigation. Implications of the findings are discussed, and suggestions for further studies are provided.

Details

International Journal of Educational Management, vol. 35 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 6 May 2014

Eithne Reilly, Katie Dhingra and Daniel Boduszek

The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of…

7142

Abstract

Purpose

The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers.

Design/methodology/approach

Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression.

Findings

Results indicated that the predictor variables accounted for 22 per cent of variance in teachersjob satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction.

Practical implications

Perceived stress should be targeted in efforts to improve teachersjob satisfaction.

Originality/value

The results make an additional contribution to the literature by providing important information on the factors contributing to teachersjob satisfaction in Ireland.

Details

International Journal of Educational Management, vol. 28 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 4 September 2017

Samantha L. Viano and Seth B. Hunter

The purpose of this paper is to replicate prior findings on teacher-principal race congruence and teacher job satisfaction and extend the literature by investigating trends over…

Abstract

Purpose

The purpose of this paper is to replicate prior findings on teacher-principal race congruence and teacher job satisfaction and extend the literature by investigating trends over time and if the relationship between race congruence and teacher job satisfaction differs by principal race and region.

Design/methodology/approach

The study sample comes from four waves of cross-sectional data, the nationally representative Schools and Staffing Survey, administered between 2000 and 2012. The analysis is conducted using ordinary least squares and school-year fixed effects with a comprehensive set of covariates.

Findings

The relationship between race congruence and teacher job satisfaction is attenuating over time and is likely explained by the lower job satisfaction of white teachers who work for black principals. Some evidence indicates teacher-principal race congruence has greater salience in the Southern region of the country. Find evidence that teachers with race-congruent principals report more workplace support than their non-race congruent colleagues.

Research limitations/implications

Future studies should investigate why racial congruence has more salience in the Southern region of the country and for white teachers who work with black principals. At the same time, results indicate that teacher-principal race congruence might no longer be a determinant of teacher job satisfaction, although further studies should continue investigating this relationship.

Originality/value

Findings on the changing nature of the relationship between principal-teacher race congruence and teacher job satisfaction over time as well as the differing nature of race congruence in the Southern region of the country are both novel findings in the literature.

Details

Journal of Educational Administration, vol. 55 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 12 January 2015

Anna Saiti and Yiannis Papadopoulos

The purpose of this paper (based on the relevant literature) is to: investigate, through empirical analysis, primary school teachers’ perceptions regarding their job satisfaction

5082

Abstract

Purpose

The purpose of this paper (based on the relevant literature) is to: investigate, through empirical analysis, primary school teachers’ perceptions regarding their job satisfaction, and examine whether or not the personal characteristics of primary school educators (such as gender, age, family status, educational level, and the total years of service in public primary education) have any impact on their job satisfaction.

Design/methodology/approach

In total, 360 questionnaires were administered to primary school teachers in the metropolitan area of Athens (region of Attiki). The sample was randomly selected. The questionnaire was based on 41 closed and was divided into two sections. The Job Satisfaction Survey developed by Spector (1985) was implemented.

Findings

Greek school teachers are generally satisfied with their profession. There is no statistical correlation between personal characteristics and the overall satisfaction while indicated that teachers are more satisfied with three aspects (subscales) of job satisfaction, namely, “administration,” “colleagues” and “nature of work” and less satisfied with “salary,” “benefits” and “potential rewards.” Age correlates with the levels of satisfaction with reference to administration, potential rewards, colleagues and the nature of work. The overall satisfaction positively correlates with all nine aspects of job satisfaction (subscales) and gender affects the aspects of “promotion” and “colleagues.”

Research limitations/implications

This study only analyzes a small sample from the Athens region and hence the results cannot be used to generalize about the whole of Greece. Since other Greek regions operate in different socio-economic environments, an analysis of additional data from other regions (rural and urban areas) would be necessary to compare and confirm the results.

Originality/value

The findings of this study a valuable extension of other relevant research as it provides the first empirical study of the Greek school system, investigating the relationship between certain aspects of job satisfaction and the personal characteristics of school educators as well as the relationship between these aspects of job satisfaction and total satisfaction. In the context of efficient educational policy, a greater understanding of educators’ job satisfaction could facilitate the development of more effective policy practice that would increase not only the level of educators’ satisfaction, commitment and morale but also improve the performance of the school system.

Details

International Journal of Educational Management, vol. 29 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 March 1994

Ellen Marie Rice and Gail T. Schneider

During the past decade considerable attention has been placed onenhancing teacher professionalism primarily through increasing teacherparticipation in decision making regarding…

3249

Abstract

During the past decade considerable attention has been placed on enhancing teacher professionalism primarily through increasing teacher participation in decision making regarding issues affecting teachers′ schools and classrooms. This focus on teacher involvement in decision making is not without precedent. Studies pertaining to participative decision making have guided the field and practice of educational administration for over 40 years. Nonetheless, questions continue to persist regarding how to engage teachers most effectively in decision making. Is a replication of a study conducted in 1980 which investigated the extent of teacher involvement in schoolwide and instructional issues, teachers′ interest and expertise in decision issues, and teachersjob satisfaction. The intent of the replication was to determine if, after a decade of attention on enhancing teacher involvement in decision making, teachers′ perceptions of their actual and desired involvement and their job satisfaction have changed. This study tested empirically the relationships between levels of teacher involvement in decision making, teachers′ interest and expertise regarding selected decision issues, and teacher job satisfaction. In addition, this study explored possible relationships between changes in teachers′ decision involvement and the reform initiatives of site‐based management.

Details

Journal of Educational Administration, vol. 32 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 11 May 2012

Nahid Naderi Anari

The purpose of this study is to investigate the relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and…

14859

Abstract

Purpose

The purpose of this study is to investigate the relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment among high‐school English teachers. Furthermore, the study aims to examine the role of gender and age in emotional intelligence, job satisfaction and organizational commitment.

Design/methodology/approach

The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex post facto research type in which the researcher used questionnaires to collect data from the respondents.

Findings

The results of the study indicate that there is a positive significant relationship between emotional intelligence and job satisfaction, between emotional intelligence and organizational commitment, and between job satisfaction and organizational commitment. It is also found there is no significant difference among high‐school English teachers of different genders and ages concerning their job satisfaction and organizational commitment. But concerning emotional intelligence, the findings in this study provide support for gender differences, with females reporting higher emotional intelligence, but the results show no age differences among the participants.

Originality/value

The present study gains significance as the results can assist the teachers and organizations in enhancing the job satisfaction and organizational commitment of teachers, thus stemming the tide of high turnover in the teaching profession.

Details

Journal of Workplace Learning, vol. 24 no. 4
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 28 July 2021

Bünyamin Han, Rasim Tösten and Zakir Elçiçek

The aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction

Abstract

Purpose

The aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.

Design/methodology/approach

This research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.

Findings

According to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.

Practical implications

The results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.

Originality/value

Although there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

Details

International Journal of Public Leadership, vol. 18 no. 3
Type: Research Article
ISSN: 2056-4929

Keywords

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