Factors Contributing to Teachers’ Job Satisfaction: The Case of Russian Universities

Vygovskaya-Kazarina, Olga; Kutieva, Marina; Orekhova, Elena V.; Safronova, Victoriya

doi:10.21125/edulearn.2018.2739

Cited by 3 publications

(2 citation statements)

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“…The nine factors covered in this study are supervision, colleagues, working conditions, work itself, advancement, responsibility, recognition, security and pay. These variables are also identified as being significant to teachers’ job satisfaction by other studies (Fernet, Trépanier, Austin, & Levesque-Côté, 2016; Machin & Oswald, 2000; Usop, Askandar, Langguyuan–Kadtong, & Usop, 2013; Vygovskaya-Kazarina, Kutieva, Orekhova, & Safronova, 2018). As satisfaction is a function of the perceived effort extended to achieve something and the reward at the end of the perseverance, it will be interesting to see how teachers evaluate their satisfaction with the individual factors.…”

Section: What Is Job Satisfaction?supporting

confidence: 56%

Understanding the Job Satisfaction of Indian Academicians

Tahir

Sajid

2019

Management and Labour Studies

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The university academicians who form the backbone of the higher education set-up need better policies, training programmes, managerial support and frequent satisfaction measures to ensure their productivity, motivation and commitment to work are enhanced. The benefits of a high job satisfaction have been well-documented, but there is a definite gap in its measurement in academia. An exhaustive literature review across nine countries has shown that job satisfaction of academicians remains a lagging area of study. This article is based on a doctoral dissertation that measured the job satisfaction of 350 teachers of four higher education institutions of India using the teacher job satisfaction questionnaire (TJSQ) developed by Paula Lester. The sample was selected randomly with proportionate stratified sampling based on designations across four institutes of higher learning: Delhi University, Jamia Millia Islamia, Indian Institute of Management, Lucknow, and Indian Institute of Technology, Delhi. The findings suggested the teachers are satisfied with their jobs with the highest satisfaction reported with teaching responsibility, advancement opportunities and work itself. However, working conditions, pay and recognition were the most-cited causes for dissatisfaction. Factor analysis showed some interesting results where the number of factors remained the same at nine but their nature was slightly different. Further analyses of personal, institutional and socio-economic factors through regression models revealed interesting insights. It was also observed that these findings resonate with those observed globally among teachers, showing a need for teacher development across the world.

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Section: What Is Job Satisfaction?supporting

confidence: 56%

Understanding the Job Satisfaction of Indian Academicians

Tahir

Sajid

2019

Management and Labour Studies

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“…Nielsen [20]; R. Shimansky, P.N. Osipov [21]; O. Vygovskaya-Kazarina, M. Kutieva, E. Orekhova, V. Safronova [22]; V.Zaytsev [23]), stimulation of a teacher to improve the quality of his pedagogical activity is considered in the study as a system of projected actions of the head of scientific and methodological service of an educational institution, purposeful influence on factors (stimuli, barriers) in accordance with the level of teacher's motivation to strengthen his commitment to improve educational performance.…”

Section: Literature Review and Research Methodsmentioning

confidence: 99%

Stimulation of Teacher’s Pedagogical Activity Quality

Хузин¹,

Magfurova²,

Akhmetova³

et al. 2020

Proceedings of the “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019)

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According to the conception of Russian Federal purpose-oriented programme of education development for 2013-2020 assurance of high quality of professional education in accordance with demands of labour market and development of Russian society and economy is determined. In this article the current situation with education quality in Russia is analyzed, the main reasons of teachers' "drain" from colleges are dwelled upon. Within the framework of the creative self-development pedagogy, the authors consider teacher's stimulation mechanisms at different levels: processes of self-cognition, self-determination, self-regulation, self-realization and self-improvement of a teacher for his pedagogical activity quality enhancement. The five-level significance rating of stimuli and restraining rating of barriers in teachers' activity quality improvement are given. The complex of organizational and pedagogical conditions aimed to effectively stimulate teacher's professional performance improvement is provided. The results of research carried out at professional educational institutions of Volga region (Russia) are presented. The notions «stimulus», «stimulus situation» are analyzed and their interpretation is given. Stimulation of a teacher to improve the quality of his pedagogical activity is considered as a system of projected actions of the head of scientific and methodological service of an educational institution, purposeful influence on factors (stimuli, barriers) in accordance with the level of teacher's motivation to strengthen his commitment to improve educational performance.

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Digital ethics in higher education: Modernizing moral values for effective communication in cyberspace

Zvereva

2023

ONLINE J COMMUN MEDIA TECHNOL

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The digitalization of education is critical to transforming the education system in the face of the challenges of the post-pandemic technologized world. This research aims to determine the content of digital ethics and its role as a tool of effective communication in the cyberspace of each college, suitable for the practical solution of the assigned educational tasks. The data come from a questionnaire of 150 students and 60 faculty members in bachelor's and master's degree programs, conducted in April-May 2021 as part of a distance learning program. In addition, 30 administrators and 20 graduates were interviewed. The research results show that traditional moral values are undergoing significant change and must be modernized and codified. Relationships in the digital environment should be based on moral norms: duty, the self-discipline of the actors involved, mutual responsibility, and respect. The moral qualities displayed by individuals in the digital environment using digital technologies are the leading indicators of their professional suitability. The article mentions the main problems faced by the actors: digital literacy, personal image, place of implementation of pedagogical interaction, and rules of remote dialog. The study will contribute to further analysis and evaluation of the adequacy of specific measures taken by higher education institutions to develop and implement programs for ethical modernization of the educational process within the tasks of state educational reforms.

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Factors Contributing to Teachers’ Job Satisfaction: The Case of Russian Universities

Cited by 3 publications

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Understanding the Job Satisfaction of Indian Academicians

Understanding the Job Satisfaction of Indian Academicians

Stimulation of Teacher’s Pedagogical Activity Quality

Digital ethics in higher education: Modernizing moral values for effective communication in cyberspace

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