Relation Between Teachers' Job Satisfaction and Their Motivation for Professional Development (original) (raw)
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Acta Educationis Generalis
Introduction: The aim of the study was to describe the teachers’ views on the professional development activities, the frequency of the teachers’ participation to such activities and effectiveness of these professional development (PD) activities. What’s more, it was aimed to analyse the relationship between PD activities that the teachers participated and their job satisfaction (JS). Methods: The sample of the study comprised of 357 teachers. In order to seek the answers to the research questions, correlational research models were used in addition to survey. The data was collected through implementation of two different instruments. These were Participation to PD Activities Questionnaire (survey) and Job Satisfaction (JS) Scale. These instruments were developed within the scope of the study. Results: The findings of the study could be summarized as follows: the teachers’ frequency of participation to peer coaching-based PD activities, participated PD activities, number of individu...
Professional development and job satisfaction on teaching performance
Linguistics and Culture Review, 2021
This study aimed to determine teacher professional development, job satisfaction and teaching performance and to determine the influence of teacher professional development and teacher satisfaction on teaching performance. The research method used was a quantitative method with descriptive correlational techniques. Data collection techniques conducted in this study was a questionnaire. Respondents in this study were 60 junior high school teachers in Gowa Regency. The data analysis technique used product moment and regression analysis which was analyzed using the SPSS program. The results showed that teacher professional development and job satisfaction had a positive and significant influence on teacher performance. The implication of this research was to improve teacher performance through teacher professional development by providing training and increasing job satisfaction through leadership.
Evaluation of Teachers' Motivation and Participation Levels in Professional Development Activities
Zenodo (CERN European Organization for Nuclear Research), 2020
The aim of this research is to evaluate teachers' levels of motivation and participation in professional development activities. The research is descriptive and designed according to the screening model. The sample of the study consisted of 388 teachers working in state schools in Istanbul in the 2019-2020 academic year and determined by the simple random sampling method. As a result of the analyses, it was determined that teachers' levels of motivation and participation in professional development activities were high. In addition, it was found that motivation levels of teachers differed significantly in favour of female teachers, those who had bachelor's degree and choose teaching profession of their own will, whereas it did not differ significantly according to the branches. On the other hand, it was determined that participation levels of teachers in professional development activities did not differ significantly according to gender, branch and education level, however, they differed significantly in favour of those who chose teaching profession of their own will. Finally, a moderate level, positive and statistically significant relation was found between teachers' motivation and their levels of participation in professional development activities. In fact, it was found that the highest relation with professional development activities was in the dimension of identified regulation, yet there was no significant relation with external regulation.
Journal of Education and Learning (EduLearn), 2023
This study aims to identify: i) The effect of teacher welfare, self-sustaining development, job satisfaction, and teacher performance on the teaching professional attitude; ii) The effect of teacher welfare on self-development, job satisfaction, and teacher performance; iii) The effect of self-sustaining development on the professional attitude, welfare, job satisfaction, and teacher performance of teachers; and iv) The effect of teacher job satisfaction on teaching performance. This study was quantitative research with a correlational type. The sample was 155 vocational high school teachers in Central Java, Indonesia. Data was collected through a questionnaire technique. The data analysis technique used structural equation modeling with the linear structural relationship type. The study revealed that the teacher's professional attitude has an effect on teacher welfare but not on self-development, job satisfaction, or teacher performance. Teacher welfare has an effect on independent development but has no effect on teacher performance. Hence, independent development does not affect job satisfaction but affects teacher performance. Furthermore, job satisfaction has no effect on teacher performance. These findings can be used as study material for future researchers to analyze the research variables or other variables, such as leadership style, work motivation, work discipline, and others.
Motivators of Teacher Job Satisfaction
Social Sciences, 2011
The article is seeking to answer these questions: what factors function as motivators and enhance teacher job satisfaction and which of the motivators are manifested at school? These questions are significant from a theoretical as well as practical point of view. The research problem addressed in the article encompasses three fields and is revealed in three parts of the article. The first part analyzes the notion of teacher job satisfaction and influencing factors. The second part is dedicated to the research methodology of motivators influencing teacher job satisfaction: criteria and indicators are identified. The third part provides the analysis on the data of written survey, which display the level of teachers' job satisfaction, job satisfaction and work activity motivators and which motivators manifest at school.
Purpose: The purpose of this study was to investigate the influenceof principals' involvement in professional development on teachers' job satisfaction in public secondary schools in Kakamega County, Kenya based on the following objectives:To determine the influence of motivation of teachers, to examine the influence of training in records and to establish the influence of principals' encouragement to attend in-service courses on teachers' job satisfaction. The study employed quantitative method. Materials and Method: The study targeted 324 public secondary schools which comprises of 324 principals and 1500 teachers and 12 TSC officials across 12 sub-counties in Kakamega County.Purposive sampling to select five sub counties included Lurambi, Ikolomani, Shinyalu, Navakholo and Malava of the 12 in Kakamega County. 64 schools selected using stratified sampling, purposive sampling for 64 principals and 12 TSC officials while simple random sampling for 300 teachers of which a sample of 20% was used. Questionnaires were used to collect data. Simple Linear regression was used to analyse the data. Findings: The findingsThe indicators of principals involvement on professional development include; Encouragement had (r=.456, p-value<0.01) motivation (r=.470, p-value<0.01) respectively. The null hypothesis which states that there is no significant relationship between principals involvement on professional development and teachers' job satisfaction would be accepted if p<0.01.The null hypothesis was therefore rejected. Hence there is a relationship between principals' involvement on professional development and teachers' job satisfaction. Conclusion:The study established that principals' promoting professional development influenced teacher job satisfaction at a positive and strong significant level. It was evident by Head teacher encouragement, motivation and teacher encouragement respectively. This implies that the more principals do promote professional development the more teachers are satisfied with their jobs.
Achievement Motive as a Predictor of Readiness for the Professional Development of Teachers
Društvene i humanističke studije, 2022
An achievement motive is a significant predictor of achievement in many areas of work. Our research aimed to determine whether it is possible, based on the achievement motive and its factors, to predict the readiness of teachers for professional development and certain sub-factors of this dimension. Also, through research, we tried to determine the predictive value of socio-demographic variables: gender, years of service, type of school where teachers work and previous education, motivation, achievement, and readiness of teachers for professional development. The research was conducted on a sample of 452 primary and secondary school teachers, and the following research instruments were used: Scale MOP 2002 (Franceško, Mihić, and Bala 2002) and Scale SPR–N (Beara and Okanović 2010). The results have shown a relationship between the general achievement motive and teachers' readiness for professional development. Multivariate analysis of variance determined that the components of achievement motivation, such as setting and achieving goals, competition with others, persistence, and orientation toward planning are statistically significant predictors of certain aspects of teachers' readiness for professional development. The research determined that the socio-demographic variable years of service statistically significantly predict the motivation of teachers' achievements, while gender is a significant predictor of teachers' readiness for professional development. Taking into account the fact, that the professional development of teachers is one of the key elements of the quality of education, the obtained results offer information about the foundations of professional development and indicate the direction of the practical activities of experts in this area. Keywords: achievement motive; teacher’s professional development; teacher’s readiness for professional development; motivation to work
SATISFACTION LEVELS OF TEACHERS IN PROFESSIONAL DEVELOPMENT ACTIVITIES IN TURKEY
Literature shows that professional development activities are beneficial for teachers' self-improvement and students' learning and achievement. In spite of global efforts to address them, some issues surrounding professional development activities persist. The researchers in this study examined the satisfaction level of teachers in professional development activities in Turkey and identified the factors affecting their satisfactions in these activities. For this aim, this study addressed the following research questions: 1) what are the satisfaction levels of teachers in professional development activities in Turkey? and 2) what factors affect the satisfaction levels of teachers in professional development activities? The results of this qualitative study demonstrate that the satisfaction of Turkish teachers with professional development activities is really low; as a result, teachers are choosing not to participate in any activities. The reasons for this dissatisfaction and unwillingness to participate include: 1) offering only traditional professional development activities, 2) not involving teachers in the design of professional development activities, 3) ignoring teachers' needs during the process of planning of professional development activities, 4) offering activities unrelated to authentic classroom situations, and 5) having low quality of instructors in professional development activities. Finally, the researchers have some suggestions about how the Ministry of National Education might increase teacher satisfaction in professional development activities.
IOSR, 2021
Purpose: The purpose of this study was to investigate the influenceof principals' involvement in professional development on teachers' job satisfaction in public secondary schools in Kakamega County, Kenya based on the following objectives:To determine the influence of motivation of teachers, to examine the influence of training in records and to establish the influence of principals' encouragement to attend in-service courses on teachers' job satisfaction. The study employed quantitative method. Materials and Method: The study targeted 324 public secondary schools which comprises of 324 principals and 1500 teachers and 12 TSC officials across 12 sub-counties in KakamegaCounty.Purposive sampling to select five sub counties included Lurambi, Ikolomani, Shinyalu, Navakholo and Malava of the 12 in Kakamega County. 64 schools selected using stratified sampling, purposive sampling for 64 principals and 12 TSC officials while simple random sampling for 300 teachers of which a sample of 20% was used. Questionnaires were used to collect data. Simple Linear regression was used to analyse the data. Findings: The findingsThe indicators of principals involvement on professional development include; Encouragement had (r=.456, p-value<0.01) motivation (r=.470, p-value<0.01) respectively. The null hypothesis which states that there is no significant relationship between principals involvement on professional development and teachers' job satisfaction would be accepted if p<0.01.The null hypothesis was therefore rejected. Hence there is a relationship between principals' involvement on professional development and teachers' job satisfaction. Conclusion:The study established that principals' promoting professional development influenced teacher job satisfaction at a positive and strong significant level. It was evident by Head teacher encouragement, motivation and teacher encouragement respectively. This implies that the more principals do promote professional development the more teachers are satisfied with their jobs.