Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention.
The rationale of this paper is based on the issues emerged in those areas of interference (ways) between educational training and socio-professional activities. We assume that there is a relationship between the student's learning situation in their last two years of high school and their attitude towards the professional prestige and options The second part of this paper exposes the theoretical and methodological base and the use of certain sociometric items. We included 110 students from a high school, 73 girls and 37 boys. The results pointed out by this paper are grouped into six classifications, four of which being primal and two derived ones obtained by converting the primal charts into the research hypotheses. The last part of the paper comprises a series of discussions regarding the validity of the research and several conclusions. This paper can have implications in order to organize more activities of knowledge of world's professions.
In the first part of this paper it is drawn up the theoretical basis through the concepts of education, training and curriculum. Significant points of view on curriculum operationalization elaborated by Dan Potolea, Ion Negreţ Dobridor, Lucian Ciolan, Liliana Ezechil and others are being looked over.The second part of the study includes the assumption that by means of minimal curricular changes a genuine reform could be accomplished in the field of foreign language knowledge acquired by the youth.The statistical analysis of the data obtained by virtue of a questionnaire and an interview confirms the hypothesis, thus suggesting the necessity of applying minimal curricular changes with a view to extending the teaching of foreign languages.
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