Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility

Sims, Sam

doi:10.1002/berj.3578

Cited by 39 publications

(58 citation statements)

References 47 publications

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“…The research of the character of teachers' work considers effectiveness of the system of education on the whole (Ye & Singh, 2017;Sibgatullina, Utemov, Galushkin, & Zaitseva, 2019). Also the peculiar features of school management are connected the pupils' learning results (Sims, 2019). Teaching practice influences motivation of teachers to stay in the profession (Grant, Jeon.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Training and Professional Deficits of Teachers: a comparative study

Utemov¹

2022

VII International Forum on Teacher Education

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Teachers with similar qualification, experience and other professional characteristics still may teach their pupils with quite different results. It is supposed that there are some connections between the results of teaching and the measures of improving professional conditions of teachers. The aim of the research is to analyze the indices which characterize the quality of teaching staff in order to offer the measures which could help to improve economic and normative regulations of additional training and professional development of teachers. The data analysis is based on the conception of the third Teaching and Learning International Survey. The research was done in 2019-2021 in the Kirov region (a region of the Russian Federation). The work of 1146 teachers from city and village schools was considered in the research. Data collection by means of a questionnaire-based survey of teachers is the leading method of the research. The main need of teachers' professional development is connected with individual teaching, with the issues of individual education of pupils with special needs and with using digital technologies at work. The share of teachers with the basic education on the subject taught by them is 65% in city schools and 51% in village schools. The main trends of developing school education are considered lessening the "bureaucracy" load on teachers by means of taking on additional staff, as well as special support of pupils with special needs and investments in digital technologies.

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Section: Literature Reviewmentioning

confidence: 99%

Professional Training and Professional Deficits of Teachers: a comparative study

Utemov¹

2022

VII International Forum on Teacher Education

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“…The teachers working more hours in the same school achieve better learning outcomes. Other studies show strong associations between high student performance and the nature of school leadership (Sims, 2019).…”

Section: Literature Reviewmentioning

confidence: 95%

A Comparative Study of the Working Conditions of Science Teachers

Utemov¹

2020

ARPHA Proceedings

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Effectiveness of instruction in science education largely depends on whether the teachers are satisfied with their working conditions. Consequently, administrative measures aimed at improving working conditions for teachers will also improve the quality of science teaching. The students of teachers, who have the same experience, similar qualifications and some other characteristics, achieve different learning outcomes. We can specify a set of working conditions that influence the effectiveness of science training and the quality of educational programs. In this study, science teachers are teachers of Physics, Chemistry, Biology, Anatomy, Ecology, and other related subjects. Accordingly, the article is aimed at analyzing the indicators of teacher working conditions in science education and developing a system of organizational and managerial measures to support the work of science teachers on the basis of these indicators. The research methods are data collection by means of a questionnaire survey of teachers and other school staff, analysis of the characteristics of science teaching, modeling and statistical analysis of the research data. The study was conducted in 2019-2020; 1,146 employees of secondary schools of European Russia were involved in the study, including 310 science teachers. The author of the article has arrived at the following conclusion: the most significant motives in choosing the profession of a science teacher are the possibility to influence the child development and to participate in solving social problems; participation in seminars and meetings with the education authorities and collaboration with other young teachers are the most common measures for professional adaptation of novice science teachers; more than half of the school teachers, according to science teachers, are ready for change and innovation and, and they provide support in the process of implementing innovations. The teachers report that the most common sources of stress are a feeling of responsibility for students' learning achievements, administrative work, and classroom preparation. The theoretical significance of the study lies in its contribution to deeper scientific understanding of the current working conditions of teachers in science education that influence the effectiveness of instruction and the quality of educational programs. The findings of the research can help in developing a set of organizational and managerial measures for supporting science teachers in their work taking into account the specifics of science education.

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“…Unsurprisingly, those who want to improve student learning by improving the teacher's workplace tend to focus on easily manipulative elements like remuneration, class size, and job security [20]. However, many aspects of the teachers' workplace are still outside the purview of dispute settlement, laws and regulations, and administrative rule-making [27]. ese are the elements of the social context of schooling that have a significant impact on efforts to improve schools and children's school outcomes [28].…”

Section: Organizational Encouragementmentioning

confidence: 99%

Teachers’ Perception of Their Work Environment: Evidence from the Primary and Secondary Schools of Bangladesh

Masoom

2021

Education Research International

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The work environment includes conducive aspects such as (1) organizational encouragement, (2) supervisory encouragement, and (3) workgroup support, as well as toxic conditions like (4) teaching impediments and (5) workload pressure; the objective of the research is which of the factors and what are the elements of those factors teachers perceive as constituting the conducive and toxic environment. The research also outlines the effects of years of experience and the level of teaching on the specified factors. The study used a quantitative-based cross-sectional survey to analyze teachers’ perceptions of their work environment. A questionnaire comprised some background information, and 34 close-ended questions were used to elicit the responses. About 368 (230 males and 138 females) teachers participated in the survey. Structural equation models were constructed, where the five mentioned factors were part of two second-order formative constructs. Independent sample t-test was estimated to outline gender-wise and teaching level-wise (primary and secondary) variation, whereas Pearson correlation coefficients were calculated to check whether the experience was correlated with any of the perceived factors of the work environment. It is found that workgroup encouragement, particularly having good relations with the principal, is the most important factor in the conducive environment of the school. The physical facilities were the least, whereas promoting positive behavior by avoiding conflict and ensuring fairness was the most important aspect of organizational encouragement. Teaching impediments were mostly shaped by how often teachers require dealing with disruptive and violent pupils. Teachers perceived too many after-school meetings, unreasonable deadlines, and office staffs’ inspections enhance their workload pressure. The more a teacher became experienced, the more he or she positively perceived the conducive environment of the school. The findings can serve as a guide for educational policymakers and school administrators to identify which factors in the school environment need urgent attention and modification.

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Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility

Cited by 39 publications

References 47 publications

Professional Training and Professional Deficits of Teachers: a comparative study

Professional Training and Professional Deficits of Teachers: a comparative study

A Comparative Study of the Working Conditions of Science Teachers

Teachers’ Perception of Their Work Environment: Evidence from the Primary and Secondary Schools of Bangladesh

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