Examining the Associations between Teacher Job Satisfaction, Workplace Climate, and Well-Being Resources within Head Start Programs

Zhao, Xiangyu; Jeon, Lieny

doi:10.1080/10409289.2023.2221765

Cited by 4 publications

(4 citation statements)

References 75 publications

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“…In other words, the teachers’ zest for work is an important variable in explaining their teaching motivation. The research results conducted in the relevant literature also point to the existence of a relationship between the zest for work and motivation of working individuals ( Kreitner and Kinicki, 2001 ; Sirota et al, 2006 ; Thomason, 2006 ; Zhao and Jeon, 2023 ). According to Skaalvik and Skaalvik (2011) , teachers’ zest for work affects their teaching motivation.…”

Section: Discussionmentioning

confidence: 93%

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The relationship between teachers’ zest for work and teaching motivation: the mediating role of achievement goals

Aytaç,

Şahin,

Görgülü

et al. 2024

Front. Psychol.

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ObjectiveThis study aims to investigate the mediating role of achievement goals in the relationship between teachers’ zest for work and teaching motivation.MethodThe research was designed using the relational survey model. The research sample consisted of 518 teachers working in various cities in Turkey in 2023–2024 academic year fall semester. A convenience sampling method was used in sampling. Three Likert-type scales were used as data collection tools. In the data analysis, firstly, the data suitability to normal distributions was examined. As a result of the analysis, kurtosis and skewness values were examined and it was assumed that the data were normally distributed. SPSS Process extension was used to analyze the data.Results and discussionAccording to the research results, teachers’ zest for work positively and significantly predicted strong and positive achievement goals. In addition, teachers’ achievement goals significantly and positively predicted their teaching motivation. Additionally, teachers’ zest for work positively and significantly predicted their teaching motivation. Moreover, it can be inferred that achievement goals for students have a mediating role in the relationship between teachers’ zest for work and teaching motivation. In this context, it is suggested that policies that increase teachers’ teaching motivation should be prioritized.

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Section: Discussionmentioning

confidence: 93%

“…In motivation, there is an expectation for the future ( Beekhan, 2012 ). On the other hand, research shows that there is a positive relationship between employees’ zest for work and motivation ( Kreitner and Kinicki, 2001 ; Sirota et al, 2006 ; Thomason, 2006 ; Zhao and Jeon, 2023 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The relationship between teachers’ zest for work and teaching motivation: the mediating role of achievement goals

Aytaç,

Şahin,

Görgülü

et al. 2024

Front. Psychol.

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“…It is envisaged that understanding the results of the current research, teachers' perceptions of the social utility and value of their profession and its impact on education policies can provide valuable insights and implications for various stakeholders in education, including policy makers, education researchers and school principals at the national and local level to develop initiatives aimed at increasing teacher well-being and improving student outcomes. More specifically, this study can help throw light on latent factors that contribute to teacher well-being as job satisfaction and well-being in teachers are inextricably connected (Zhao & Jeon, 2023) and they may feel more purpose and meaning when they see their job more socially beneficial (Dompnier et al, 2007). Besides, teachers perceiving their job more socially useful would be more motivated towards their career and stay in the teaching profession.…”

Section: Introductionmentioning

confidence: 91%

“…Teachers' job satisfaction directly affects their own psychological well-being at the individual level (Zhao & Jeon, 2023), and may potentially influence student outcomes at a certain level (Büyükgöze & Özdemir, 2017;Han, Bong, Kim & Kwon, 2019;Harrison, King & Wang, 2023;Jugović, Marušić, Ivanec & Vidović, 2012;Liebendörfer & Schukajlow, 2020). In this respect, job satisfaction experienced by teachers in a professional sense is considered important (Fraser, Draper, & Taylor, 1998;Sahito & Vaisanen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence

BÜYÜKGÖZE

2023

Participatory Educational Research

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Teachers’ job satisfaction with their profession can vary depending on a variety of factors encompassing both individual and societal realms. This study delves into teachers' job satisfaction with their profession within the context of Türkiye, focusing on societal-level variables. Specifically, it explores the role of social utility, and perceptions of value and educational policy influence on teachers’ job satisfaction with their profession. Teacher level data collected across Türkiye by the Organisation for Economic Co-operation and Development (OECD) within the scope of the Teaching and Learning International Survey (TALIS) 2018 cycle was utilized in the research. The results of the regression analysis revealed that teacher perceptions of social utility and educational policy influence positively predict teachers’ job satisfaction with their profession. The regression model accounted for about 13% of the total variance in teachers’ job satisfaction with their profession. Overall, teachers who believe that their work is valued and meaningful to society are more satisfied with their profession, as are the professional satisfaction of participants who feel that their opinions on educational policies are heard and acknowledged. Thus, it is critical for teachers’ job satisfaction to value and consider their opinions and feedback in the development of education policies. This research suggests that by acknowledging the importance of teachers’ perspectives and involving them actively in policy making processes, their overall job satisfaction can be enhanced.

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Development and validation of the Chinese Kindergarten Quality Rating Scale (CKQRS): A study based in Guangdong and Jiangsu provinces

Hung,

Zhang,

Wen

et al. 2024

Children and Youth Services Review

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Examining the Associations between Teacher Job Satisfaction, Workplace Climate, and Well-Being Resources within Head Start Programs

Cited by 4 publications

References 75 publications

The relationship between teachers’ zest for work and teaching motivation: the mediating role of achievement goals

The relationship between teachers’ zest for work and teaching motivation: the mediating role of achievement goals

Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence

Development and validation of the Chinese Kindergarten Quality Rating Scale (CKQRS): A study based in Guangdong and Jiangsu provinces

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