Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools

Chaaban, Youmen; Du, Xiangyun

doi:10.1016/j.tate.2017.07.002

Cited by 60 publications

(48 citation statements)

References 32 publications

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“…On the other hand, the prime factors contributing to the dissatisfaction of teachers were the lack of administrative support, avoidance of and no constructive feedback, the burden of a heavy workload, an unstable policy and system, lack of autonomy, and a top‐down policy context. (Chaaban & Du, ). A positive relationship was found between the job satisfaction level of teachers and academic performance of students working on a social studies subject (Ekpenyong & Joseph, ).…”

Section: Resultsmentioning

confidence: 99%

“…policy makers, heads and colleagues, that general guidelines are needed to support the practices. Policy makers may develop a comprehensive support system to provide suitable employee‐friendly rules and regulations: awareness sessions should be conducted; professional development opportunities should be provided to all teachers; a reduced or moderate level of workload should be given; non‐judgmental observations should be avoided; and a formal mentoring system and program should be initiated (Chaaban & Du, ) for making the system effective and progressive by producing satisfied teachers. The study advised the policy‐makers and administrators to cultivate good motivational practices in daily routines to encourage the teachers, in order to enhance their working conditions through increasing the level of job satisfaction (Ekpenyong & Joseph, ).…”

Section: Recommendations and Solutionsmentioning

confidence: 99%

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A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Sahito

Väisänen

2019

Review of Education

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This study explored the factors of job satisfaction and dissatisfaction with the recommendations given by the researchers in seventy recruited research studies, which have been conducted for literature review of teachers' job satisfaction in developing countries. The recruited studies were conducted across 21 countries in Asia and Africa, but the majority of them were in Iran, India, Turkey, Pakistan, China and Malaysia. The main purpose of the study was to explore the various relevant factors and, based on them, give recommendations and solutions for the enhancement of the jobs of teachers who work in educational institutions in developing countries. Included in this study were 61 quantitative, two qualitative, and seven mixed research papers. Conducive working conditions, promotional opportunities, fair remuneration, support from headteachers, colleagues and the community, teacher empowerment, and friendships were found to be the major factors affecting the job satisfaction of teachers. An autocratic management style, mistrust, a non-transparent system, a work-life imbalance, an ineffective teaching/learning environment, and unavailability of resources were found to be the main factors affecting job dissatisfaction.

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Section: Resultsmentioning

confidence: 99%

Section: Recommendations and Solutionsmentioning

confidence: 99%

A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Sahito

Väisänen

2019

Review of Education

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“…Implementing PBL at all educational levels demands supports of institutional resources such as releasing teachers from other tasks (Mosby, 2004). Higher educational institutions may have more autonomy to change policies than schools who are obligated to follow governmental policies, which offers less flexibility regarding adjusting work hours and time schedule, and providing opportunities for teachers to collaborate (Chaaban & Du, 2017).…”

Section: Discussionmentioning

confidence: 99%

Math Teachers’ Beliefs, Practices, and Belief Change in Implementing Problem Based Learning in Qatari Primary Governmental School

Said

Alkhatib

et al. 2019

EURASIA J MATH SCI T

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This study explored math teachers' beliefs regarding their roles, practices and perceived change in implementing Problem-Based Learning in Qatar's primary government schools. Multiple sources of qualitative data were generated including metaphors, lesson plans and interviews with seventeen math teachers. Although teachers considered PBL as an effective method benefiting student learning and they demonstrated progress in changing their beliefs moving from subject to didactic dimension through PBL implementation, their practices remained partially aligned with their perceived belief changes. This discrepancy could be attributed to several encountered challenges, including teachers' insecurity and lack of confidence, difficulty in facilitating student collaboration, structural constraints, additional workload, and the lack of school and peer support. Results suggest the need for different types of "problems" and approaches such as more direct instruction, and higher feasibility in teachers' autonomy when implementing PBL in primary education.

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“…Job satisfaction refers to workers' positive and negative feelings and their behaviour in the organizational environment (Sanjeewani, 2011). Teachers' job satisfaction often refers to both external and internal satisfaction (Chaaban & Du, 2017). Existing literature has reported that both school culture and teachers' job satisfaction are closely related to school effectiveness (Ali, Sharma & Zaman, 2017;Somech, Drach-Zahavy & Anat, 2000).…”

Section: Introductionmentioning

confidence: 99%

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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Abstract. This study has investigated the relationship among school culture, teachers' job satisfaction, and school effectiveness. It also explored the mediating effect of teachers' job satisfaction on school culture and school effectiveness. Participants of the study include1, 297 teachers from 6 lower secondary and upper secondary schools in Beijing, China. Quantitative methods were used for data generation, consisting of 3 questionnaire-based surveys to measure, separately, school culture, school effectiveness, and job satisfaction from the teachers' perspective. The results indicated positively significant relationships among school culture, teachers' job satisfaction, and school effectiveness and that teachers' job satisfaction partially mediated the impact of school culture on school effectiveness. In light of these results, limitations and directions for future research are provided, as well as implications for education.

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Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools

Cited by 60 publications

References 32 publications

A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job

Math Teachers’ Beliefs, Practices, and Belief Change in Implementing Problem Based Learning in Qatari Primary Governmental School

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

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