case study exploring teacher job satisfaction and teacher retention issues in a large urban Oklahoma school district

Raymond, Chase J.

doi:10.17760/d20281156

Cited by 5 publications

(6 citation statements)

References 62 publications

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“…These results call for understanding and implementation of the principles of ethics of care in which people are treated as human beings with varied needs and the ability to transform the organisation. Similar results were reported by Raymond (2018) who writes that teachers value most interpersonal relationships and effective organisational communication. In other words, good social relationships and communication promote both teachers' welfare and job satisfaction.…”

Section: Effective Interpersonal Relationshipsupporting

confidence: 87%

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Strategies to Enhance Teachers’ Job Satisfaction in Secondary Schools in Butiama District, Mara, Tanzania

Kyangwe

Onyango

Alloph³

2023

East Afr. j. educ. stud.

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Education prepares skilful citizens that bring political, social, and economic development to the country. These are accomplished when the components of the educational systems are in good condition and the most important component is teachers’ job satisfaction. Thus, the study investigated the strategies used to enhance teachers’ job satisfaction in secondary schools in Butiama District, Mara Region in, Tanzania. A descriptive survey design was adopted under a mixed research approach. A total of 94 respondents who participated in the study were obtained by simple random and purposive sampling techniques. Questionnaires and interviews were adopted as the methods of data collection. Quantitative data was analysed through descriptive statistics with the aid of the Statistical Package for Social sciences (SPSS) version 20, while thematic analysis was employed in the analysis of qualitative data. The study discovered that a supportive working environment, motivation, high teacher pay, equal distribution of duties, teacher development programs, healthy interpersonal relationship and effective leadership are the strategies employed to enhance teachers’ job satisfaction. That is to say, effective working conditions, good pay and high teacher salary were found to have value for enhancing teacher job satisfaction. The study recommended that the government should invest much in improving working conditions for teachers, remuneration and teacher training programs

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Section: Effective Interpersonal Relationshipsupporting

confidence: 87%

“…However, this is not the case in other previous studies. For example, Raymond (2018) found that salary is not the source of teacher satisfaction. Most teachers do not join the teaching profession to make millions of money.…”

Section: High Teacher Salarymentioning

confidence: 99%

Strategies to Enhance Teachers’ Job Satisfaction in Secondary Schools in Butiama District, Mara, Tanzania

Kyangwe

Onyango

Alloph³

2023

East Afr. j. educ. stud.

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“…Edinger, 2018;Hinson, 2018), la percepción de amistad en el trabajo (Yavuzkurt y Kiral, 2020), los procesos de evaluación del profesorado (Falcón, 2020), la autonomía y autoeficacia (Fradkin-Hayslip, 2021;Katsantonis, 2020), la zona rural o no en la que está ubicado el centro educativo (Hawes y Nelson (2021). El escaso reconocimiento y respeto profesional que recibe el profesorado es otra cuestión de importancia en relación con su satisfacción docente (Pittman, 2020;Raymond, 2018). Es de interés, asimismo, analizar las posibles diferencias que pueden observarse entre la satisfacción laboral según el territorio en el que se ejercen las tareas docentes, en el caso del sistema educativo de España (González-Álvarez, 2022).…”

Section: María González áLvarezunclassified

Satisfacción Laboral del Profesorado de Educación Infantil, Primaria, Secundaria y Formación Profesional con las Instalaciones y Recursos del Centro, en Función de Variables Sociodemográficas y de Cargos de Responsabilidad

Álvarez¹

2022

EDUCA

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El presente trabajo tiene como objetivo fundamental realizar un estudio exploratorio sobre la satisfacción laboral del profesorado de educación infantil, primaria, secundaria y formación profesional respecto al ambiente de trabajo, instalaciones y recursos del centro, de acuerdo con distintas variables sociodemográficas y cargos de responsabilidad. Para obtener dicha información se procedió a consultar a una muestra de profesorado de las distintas comunidades autónomas de España mediante un procedimiento on line, con un cuestionario elaborado específicamente. Respondieron al mismo 2738 docentes. Su coeficiente de fiabilidad de Cronbach es de .80. Se realizaron análisis descriptivos, diferencia de medias y análisis multivariado. Según los resultados obtenidos, el profesorado otorga una valoración media-alta a su satisfacción laboral general. El ambiente de trabajo, las instalaciones y los recursos del centro también están valorados como medio-altos.

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“…Based on the outcomes of the study, those factors that determine job satisfaction were established and called 'motivators; while those factors that demotivate were called 'hygiene factors' (Atalic et al, 2016). Raymond (2018) further explains that according to the twofactor theory, an individual's job satisfaction is influenced by two factors: motivating factors that contribute to an individual's intrinsic growth and hygiene factors that contribute to extrinsic growth. This dichotomy is referred to as a 'twoneed system'.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Influence of Policy Factors on the Quality of Secondary Education in the Rural Communities of South-Western Nigeria

Okunlola

Hendricks²

2022

IJLTER

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Achieving the Quality of Secondary Education seems to have assumed a frightening dimension in South-Western Nigeria. This study, therefore, investigated the contributions of the policy factors (PF: Recruitment and Selection-RS, Salary and Compensation-SC and Training and Development-TD) to the Quality of Secondary Education (QSE) in the rural communities of South-western Nigeria (RCSN). The data were collected via a Secondary School Graduate- Aptitude Test (SSGAT) instrument from 467 secondary school graduates; and a total enumeration technique was adopted for the data collected from 134 teachers from 9 rural secondary schools. Six participants were purposely selected for the Key Informant Interviews, which comprised three principals and three senior officials from the Teaching Service Commissions and the Ministries of Education. Three research questions were developed, and one hypothesis was formulated for the study. The study was located within a post-positivist paradigm that incorporated the convergent parallel design in the collection, analysis, and interpretation of the qualitative and quantitative data. The data generated were analysed using descriptive statistics and a Pearson-Product Moment Correlation at the 0.05 level of significance; while the qualitative data were analyzed thematically. The RS ( =3.08 ± 0.82), SC ( =2.72 ± 0.90) and TD ( =2.62 ± 0.83) strongly influenced the QSE in RCSN. The PF (r=0.75) had a negative significant relationship with QSE. The study concluded that urgently addressing the policy issues is highly essential in revamping the QSE in RCSN.

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case study exploring teacher job satisfaction and teacher retention issues in a large urban Oklahoma school district

Cited by 5 publications

References 62 publications

Strategies to Enhance Teachers’ Job Satisfaction in Secondary Schools in Butiama District, Mara, Tanzania

Strategies to Enhance Teachers’ Job Satisfaction in Secondary Schools in Butiama District, Mara, Tanzania

Satisfacción Laboral del Profesorado de Educación Infantil, Primaria, Secundaria y Formación Profesional con las Instalaciones y Recursos del Centro, en Función de Variables Sociodemográficas y de Cargos de Responsabilidad

The Influence of Policy Factors on the Quality of Secondary Education in the Rural Communities of South-Western Nigeria

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