Contribution of School Related Attributes on Job Satisfaction: A Cross-Sectional Study on School Teachers in Nepal

Shrestha, Milan

doi:10.22452/mojem.vol7no4.2

Cited by 9 publications

(9 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study also found that teacher job satisfaction was low regarding salary. Shrestha (2019) found a positive relationship between job satisfaction and teacher attributes such as years of service, type of service, appointment, and education. However, Shresta's (2019) findings also reported no significant difference between job satisfaction and type of institution.…”

Section: Introductionmentioning

confidence: 92%

A Meta-Analysis Study of Principal Leadership and Teacher Job Satisfaction

Juhji

Ma’mur

Nugraha

et al. 2022

AIJP

View full text Add to dashboard Cite

This paper aims to analyze the relationship between principal leadership and teacher job satisfaction in recent years. This research uses a systematic review and meta-analysis using JASP 0.14.1.0 software. The search for relevant articles through the Garuda, Eric, and Google Scholar databases with the keywords transformational leadership of school principals and job satisfaction was carried out by the research team. Based on the search results, Garuda found eight articles, Eric found 708 articles, and Google Scholar found 2,820 articles. Furthermore, based on the criteria: leadership, principal leadership, transformational leadership, and teacher job satisfaction, ten articles were selected. The data taken from the selected articles is the number of samples and the r-value in each article. After that, the effect size is calculated. A significant correlation between principals' transformational leadership and teacher job satisfaction was found based on the results of the meta-analysis. The effect size value resulting from the relationship between the two variables is categorized as moderate at the 95 percent confidence level. The effect size value is 0.50, in the interval 0.39 to 0.61. Research analysis in this study has stated the consistency of research and has strengthened existing theories. The results of the study recommend that further research be conducted on madrasah principals and madrasah teachers.

show abstract

Section: Introductionmentioning

confidence: 92%

A Meta-Analysis Study of Principal Leadership and Teacher Job Satisfaction

Juhji

Ma’mur

Nugraha

et al. 2022

AIJP

View full text Add to dashboard Cite

show abstract

“…It is a meaningful results of evaluating employee performance in an organization (Langton et al, 2016). The employee motivation is the inner force continually associated with job satisfaction (Shrestha, 2019). In the school setting, JS is a topic that always gets attention because when teachers are not comfortable with their job, it is hard to achieve optimum results (Sembiring & Purba, 2019).…”

Section: Organizational Culture (Oc)mentioning

confidence: 99%

Measuring the Effects of Adversity Quotient, Organizational Culture and Job Satisfaction on Special School Teachers’ Organizational Commitment

Virgana¹,

Suendarti²,

Lapasau³

et al. 2022

IJEMDS

View full text Add to dashboard Cite

High teacher commitment affects the maximum achievement of schools’ teaching and learning process. In this premise, this study aims to specify the direct and indirect effects of adversity quotient, organizational culture, and job satisfaction on teachers’ organizational commitment in state special schools in Jakarta, Indonesia. A quantitative research approach survey with data analysis using path analysis with the Smart Partial Least Square. Using qualified data r > 0.70 continued for analysis, the results showed a direct effect of adversity quotient and organizational culture on job satisfaction; adversity quotient, organizational culture, and job satisfaction on teachers’ organizational commitment. Furthermore, there was an indirect effect of adversity quotient and organizational culture through job satisfaction on teachers’ organizational commitment. Based on the findings, increasing adversity quotient, culture, and job satisfaction in organization will also increase special school teachers’ organizational commitment. The research findings recommends the government that recruiting new teachers should be equipped with an employment contract as a starting point of increasing job satisfaction.

show abstract

“…In the context of Nepal, a very nominal study was done concerning the commitment of school teachers. Though several studies were completed concerning the job satisfaction of teachers (Shrestha, 2019a;Shrestha, 2019b), the study concerning teachers' commitment is lacking. This study can add one brick for further study of this concern.…”

Section: Influence Of Demographic Variables On Teachers' Commitmentmentioning

confidence: 99%

Influence of Demographic Variables on Organizational Commitment of School Teachers: Evidence from the Kathmandu Valley, Nepal

Agrawal

Jain

2020

QJMSS

View full text Add to dashboard Cite

Background: Teachers are actors and thus play various roles and responsibilities in the classroom, school and entire community. Their commitment contributes to increasing the skills, knowledge, creativity, intelligence, devotion, and attitudes of the school community. The demographic heterogeneity of teachers affects not only performance but also thecommitment level of the school community. Objectives:The study aims to find the influence of socio-demographic variables on the organizational commitment of school teachers in Kathmandu and Lalitpur districts. Methods: This study is quantitative and based on primary data. The study has employed a conclusive research design. The population of the study was secondary level teachers in Kathmandu and Lalitpur districts, and a number of them were selected using the principles of purposive sampling. The size of the sample was 232. Results: The study reveals that affective, continuance, normative as well as overall commitment of teachers in school do not differs in terms of gender and education level. However, affective commitment increases as an increase in service years whereas continuance commitment increases at the beginning years of service for five years. However,between five to ten years, it lessens.Again after ten years, it increases if the teacher is involvedin the same job for one decade. Conclusions: The commitment of teachers is not affected by their gender and education level. However, the years in service spent by teachers influence their affective and continuance commitment but not the normative commitment. Implications: The findings of this study can be useful for school administrators and policymakers to find the influence of demographic factors on the commitment of school teachers.

show abstract

Contribution of School Related Attributes on Job Satisfaction: A Cross-Sectional Study on School Teachers in Nepal

Cited by 9 publications

References 31 publications

A Meta-Analysis Study of Principal Leadership and Teacher Job Satisfaction

A Meta-Analysis Study of Principal Leadership and Teacher Job Satisfaction

Measuring the Effects of Adversity Quotient, Organizational Culture and Job Satisfaction on Special School Teachers’ Organizational Commitment

Influence of Demographic Variables on Organizational Commitment of School Teachers: Evidence from the Kathmandu Valley, Nepal

Contact Info

Product

Resources

About