job satisfaction

  • Emotional intelligence and burnout in the teaching profession

    Author: Irena Przybylska
    Year of publication: 2016
    Source: Show
    Pages: 41-51
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.03
    PDF: tner/201601/tner20160103.pdf

    The presented study employed an emotional intelligence framework as a means of explicitly examining the emotional competences and experiencing job satisfaction or burnout. Emotional intelligence is hypothesized to have a positive relationship with higher job satisfaction and negative with burnout. Firstly, the variables are discussed on the basis of existing concepts and research. The second part presents my own research: methodology outline, main data and discussion. Results showed that emotional intelligence was a  negative significant predictor (r=0.54, p<0.05) of burnout symptoms, and a positive significant predictor of job satisfaction (r=0.37, p<0.05). The paper concludes with a discussion of the pedagogical implications, teaching professionalization and recommendations for future research.

  • The principal’s behaviors and job satisfaction among middle school teachers

    Author: Aleksandra Tłuściak-Deliowska
    Author: Urszula Dernowska
    Year of publication: 2015
    Source: Show
    Pages: 215-225
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.18
    PDF: tner/201501/tner20150118.pdf

    This paper focuses on the connection between the principal’s behaviors and job satisfaction among teachers. The study was conducted on a sample of 74 five middle school teachers. It was found that: (1) middle school teachers perceived their principals as supportive rather than restrictive, (2) teachers are satisfied with their job in middle schools, (3) the principal’s supportive and directive behavior was positively correlated with job satisfaction, (4) the principal’s restrictive behavior was found not significantly correlated with job satisfaction and finally (5) the principal’s directive behavior was a significant predictor of job satisfaction among middle schools teachers.

  • Job Design in Career Context: Empirical Evidence from Higher Educational Institutes

    Author: Zahra Masood Bhutta
    Institution: National University of Modern Languages (NUML), Multan, Pakistan
    Author: Hina Ali
    Institution: The Womens University, Multan, Pakistan
    Author: Salahuddin Bhutto
    Institution: National University of Modern Languages (NUML), Multan, Pakistan
    Year of publication: 2020
    Source: Show
    Pages: 61-70
    DOI Address: https://doi.org/10.15804/tner.20.60.2.05
    PDF: tner/202002/tner6005.pdf

    The present study focuses the Fried et al. (2007) conceptual framework which examines the impact of job characteristics on employees’ satisfaction and how career stage and career advancement moderates these effects. The sample for the study consists of 250 faculty members teaching in different universities in China. Results revealed that current career stage does not act as a moderator between job characteristics and job satisfaction, but career advancement acts as a moderator between job characteristics and job satisfaction which somewhat contradicts the findings of the original model of Fried et al. (2007).

  • Some Psychological Factors Related to Work Engagement in Teachers

    Author: Karel Paulík
    Institution: University of Ostrava
    Year of publication: 2020
    Source: Show
    Pages: 203-213
    DOI Address: https://doi.org/10.15804/tner.20.59.1.16
    PDF: tner/202001/tner5916.pdf

    This paper explores a number of psychological factors related to work engagement in teachers. Using a sample of 449 lower and upper secondary school teachers, it focuses on the Big Five personality traits, respondents’ age, and several factors based on the teachers’ subjective evaluation of their work - including the meaningfulness of their work, job satisfaction, and workload. The results indicate that teachers’ work engagement is connected primarily with their job satisfaction and perception of the meaningfulness of their work (which functioned as predictors), as well as respondents’ Big Five personality traits (of which extraversion and conscientiousness were predictors). Perceived workload emerged as a negative predictor.

  • Perception of the Part-Time Teachers’ Professional Development Needs , Barriers, Feedback , and Job Satisfaction: Case of Serbia from Talis 2013 Sample

    Author: Predrag Živković
    Institution: University of Kragujevac, Jagodina, Serbia
    ORCID: https://orcid.org/0000-0001-5874-0165
    Year of publication: 2022
    Source: Show
    Pages: 150-161
    DOI Address: https://doi.org/10.15804/tner.22.68.2.12
    PDF: tner/202202/tner6812.pdf

    The research aimed to determine significant relationships between selected dimensions of professional life and the work of part-time teachers in a sample of respondents in the Republic of Serbia. In testing the model on a sample from the TALIS 2013 (Teaching and Learning International Survey), which consisted of dimensions of professional development (general and specific), barriers to professional development, evaluation and job satisfaction, showed statistically significant relationships between feedback, specific needs of professional development, and less significant links between the general needs of professional development and the barriers to this development with job satisfaction. Quantitative methods were followed to report the results of the cross-sectional study. Partial least square structural equation modelling (PLS-SEM) was utilised to assess the quantitative data. Research with this sample of surveyed teachers has not been done so far.

  • Satysfakcja z pracy współczesnych Koreanek

    Author: Katarzyna Juszczyk-Frelkiewicz
    Institution: Uniwersytet Śląski w Katowicach
    ORCID: https://orcid.org/0000-0003-4908-2556
    Year of publication: 2022
    Source: Show
    Pages: 57-72
    DOI Address: https://doi.org/10.15804/so2022104
    PDF: so/21/so2104.pdf

    Job Satisfaction Among Contemporary Korean Women

    The article analyses job satisfaction among contemporary Korean women in correlation with the respondents’ age group. The examined aspects relate to wage levels, working conditions, working hours, and responsibilities. The results indicate that the respondents’ age group has a significant impact on job satisfaction in the aspects under review. The independence test X2 (chisquare) has been applied and the Cramér’s coefficient V and the materiality level (p) have been interpreted. The analysed data are derived from the Korean Longitudinal Survey of Women and Family (KLoWF) of 2007 (Wave 1) and 2016 (Wave 6). Changes in satisfaction are evident in all analysed aspects, in the context of a comparative analysis of both waves. The analysis demonstrated that contemporary Korean women had little job satisfaction in the surveyed aspects in 2016. However, in 2007, the majority did not have any opinion on the subject. The greatest differences in satisfaction relate to working conditions, working hours, and responsibilities. The slightest difference (although still significant) was observed in the wage satisfaction analysis.

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