Challenges for using organizational climate tools for measuring teacher job satisfaction

Abstract

<span lang="EN-US">The organizational environment includes not only the landscape of a school, but also the components of school learning resources, student relations, communication-collaboration, decision-making and instructional innovation. According to the ministry of education, many schools do not have the new facilities needed for successful teaching and learning to meet the potential needs of the workforce. Further investigation is still needed as to how these elements make teachers enjoy a working environment, particularly in Kedah, Malaysia. It would also help the State department of education to address unresolved school issues. The aimed of this research is to examine primary school teachers' understanding of their teacher satisfaction and organizational environment. The design of this study was mix-method consisting of a survey (quantitative approach) and a semi-structured interview (qualitative approach). A sample of 220 teachers in 23 primary schools in Alor Janggus, Kedah participated in this study. On the other hand, a total of 20 teachers were interviewed to identify factors that would lead to teacher satisfaction at work and an organizational environment. The content analysis was used to identify the themes that emerged from the semi-structure interview. The themes emerged from the semi-structure interviews are student relationships, decision-making, school infrastructure, teamwork and educational creativity. Suggestions for future research are discussed in more detail.</span>

PLS-SEM Model: Explore Factors Affecting Teacher Performance

“…Through education, each individual is expected to be able to recognize and find out all their potentials to be able to implement various competencies and experiences that have been obtained in social life (Kania et al, 2020). Teachers are human resources who play an essential role in achieving quality education through teachers' commitment, motivation, and teaching competencies (Jefri et al, 2020;Don et al, 2021).…”

“…Meanwhile, the principal's perspective indicated the organizational climate of the school board does not influence teachers' performance. This implies that a teacher's performance depends on individual knowledge and competencies and the planning skills required to make career decisions (Don et al, 2021).…”

Understanding new approaches to professional learning community practice and secondary school teacher motivation

“…As a result, the government has taken the initiative to change the national education system in order to attain this aim [2]. Thus, adopting the idea of professional learning community practices in schools is one of the objectives listed in the Malaysian Education Development Plan (PPPM) 2013-2025 to improve the quality of teacher instruction and student success [3], [4]. This is due to the fact that the practice of professional learning communities has been shown to impact teachers' willingness to continue seeking knowledge and skills so that teaching professionalism may be increased to a higher degree and acknowledged [5].…”

“…In reality, administrators' practice and leadership qualities were discovered to be able to impact teacher motivation [8]- [10]. Furthermore, the practice of this professional learning community is to create excellent ties between school personnel and the outside community in order to enhance student success and school performance [3]. Thus, the collaborative culture used to improve teachers' knowledge and abilities, particularly in low socioeconomic regions, is viewed as a successful method for teacher professionalism development since it saves money on logistics and payments to external speakers [11].…”

Effect of organizational climate on self-efficacy of Teachers at secondary school level in Azad Jammu and Kashmir

“…The learning atmosphere provides the opportunities and qualities the institute provides for its learners. Don et al (2021) views about the institutional environment are all activities. The school environment includes many of the factors that influence the progress of the students and teachers.…”