Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Okeke, C.I.O.; Mtyuda, Pamela N.

doi:10.1515/jtes-2017-0004

Cited by 41 publications

(37 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pressures emanating from society's perception of teaching career as however hindered both practicing teacher and student motivation to the profession [11]. Because of this, teachers may feel unappreciated and undervalued and may consider disengagement due to job dissatisfaction or forfeiting their job for something else [12,13].…”

Section: What Is Expected Of a Professional Teacher?mentioning

confidence: 99%

Factors Contributing towards Studying Education Related Courses in Institutions in Kwara State, Nigeria: Implication on Teaching Profession

Yusuf¹,

Amzat²,

Saidin³

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

View full text Add to dashboard Cite

-In the past, students admitted to study education related courses in the institutions are full of zeal and motivation to learn and practice as a full-fledged professional teacher. Unfortunately, there is a significant reverse in the scenario as pre-service teachers are not willing to practice in recent years. This paper examines the perception of pre-service teachers towards their career choice in studying education related courses in institutions in Kwara State, Nigeria. The factors in this study was grouped based on personal interest, referral, professional status and job-related factors. The correlational research of the survey type was used to gather information from the populationfrom the federal, state and private colleges of education in Kwara State. Some students totalling 220 were randomly selected from seven institutions to respond to the questionnaire items. The results indicated that participants have fractional attitude towards choosing teaching profession choice as many students were in the college due to referral. The paper therefore recommends the need to enhance and reward the practicing teachers with favourable condition of service to motivate younger ones coming into the profession.

show abstract

Section: What Is Expected Of a Professional Teacher?mentioning

confidence: 99%

Factors Contributing towards Studying Education Related Courses in Institutions in Kwara State, Nigeria: Implication on Teaching Profession

Yusuf¹,

Amzat²,

Saidin³

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

View full text Add to dashboard Cite

show abstract

“…Apart from dissatisfaction coming from managing and implementing the recent reform, OECD TALIS report (2013) showed that Italian teachers perceive their professional role as underestimated within the society. Recent studies showed that when teachers perceive poor social recognition, they are dissatisfied about their job [76].…”

Section: Similarities Between Teachers' Profilesmentioning

confidence: 99%

Teachers' Burnout Profile: Risk and Protective Factors

Buonomo¹,

Fatigante²,

Fiorilli³

2017

TOPSYJ

View full text Add to dashboard Cite

Background:Burnout syndrome represents a factual risk for school teachers during their career. Several factors have been analyzed as stress sources enabled to menace teachers' general well-being; nevertheless, protective factors mostly related to their personal resources may differently characterize teachers' profiles. Objectives:The current study aimed to define different teachers' profiles based on their burnout levels and attitudes towards job (i.e., job satisfaction, self-efficacy, attitudes toward professional growth, collective efficacy, positive and negative emotions, and hedonic balance). attitudes towards job Methods:Participants were 266 school teachers (F=69.1%) ranging from 26 to 65 years old (M=48.95; SD=8.31), with teaching experience ranged from 1 to 41 years (M=21.72; SD=10.36). Data were collected by three self-report questionnaires: Copenhagen Burnout Inventory, Attitudes towards job questionnaires, School Collective efficacy. Results:Cluster analysis approach showed two distinct teacher's profiles named at-risk and non at-risk teachers. Main differences were due to burnout levels, attitudes toward job and extra-mansions at work. No differences were found related to teachers' socio-demographic characteristics and their years of experience. Conclusions:The two teachers' profiles resulting from the cluster analysis show several similarities, including collective efficacy and job satisfaction levels. Results are discussed in relation as to how teachers' positive emotions towards their job can work as protective factors against the risk of burnout.

show abstract

“…For instance, Okeke and Mtyuda (2017) have acknowledged that only 39 % of the teacher participants are efficient at disciplining students. Ortega and Fuentes (2015) have concluded that the quality of teaching depends on the quality of communication in the classroom.…”

Section: Discussionmentioning

confidence: 99%

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

Čiuladienė

Kairienė

2017

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

The important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages studentsí behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the studentsí point of view.To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students.Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy.The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding studentsí experience would allow teachers to better respond and manage studentsí reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.

show abstract

Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation

Cited by 41 publications

References 26 publications

Factors Contributing towards Studying Education Related Courses in Institutions in Kwara State, Nigeria: Implication on Teaching Profession

Factors Contributing towards Studying Education Related Courses in Institutions in Kwara State, Nigeria: Implication on Teaching Profession

Teachers' Burnout Profile: Risk and Protective Factors

The Resolution of Conflict between Teacher and Student: Studentsí Narratives

Contact Info

Product

Resources

About