Teacher satisfaction and its determinants: analysis based on data from Nigeria and Uganda

Nkengne, Patrick; Pieume, Olivier; Tsimpo, Clarence; Ezeugwu, Gilbert; Wodon, Quentin

doi:10.1080/19422539.2021.2010458

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…The research results also show that the more teachers believe that teaching is a valuable occupation, the more satisfied they are (Armstrong, 2009), and the better the students' outcomes. A study in two sub-Saharan African nations examined the degree of teacher satisfaction in Uganda and Nigeria, its causes, and how it affects the quality of instruction and learning (Nkengne et al, 2021). According to research, teachers who are satisfied with their jobs are more likely to teach effectively, which should help their pupils learn more in the classroom.…”

Section: Resultsmentioning

confidence: 99%

The factors associated with teachers’ job satisfaction and their impacts on students’ achievement: a review (2010–2021)

Hoque

Wang

Yang

et al. 2023

Humanit Soc Sci Commun

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The success of any educational organization depends heavily on the effectiveness of its teachers, who are tasked with transferring knowledge, supervising students, and enhancing the standard of instruction. Teachers’ job satisfaction has a significant impact on the lessons they teach since they are directly involved in transferring knowledge to students. In order to determine the effect of teachers’ job satisfaction (TJS) on students’ accomplishments, the researchers sought to analyze the empirical studies conducted over the previous 12 years (SA). To determine the characteristics that link to instructors’ job satisfaction and their effect on students’ achievement, thirty-two empirical studies were examined. The analysis of world-wide empirical research findings shows four types of results: (i) In some countries, teachers’ job satisfaction is low, but students’ achievement is high (Shanghai, China, South Korea, Japan, Singapore) (ii) In some countries, teacher job satisfaction is high, but student achievement is low (Mexico, Malaysia, Chile, Italy). (iii) In some countries, teachers’ job satisfaction is high, and so is student achievement (Finland, Alberta, Canada, Australia). (iv) In some countries, teacher job satisfaction is low, which has a negative impact on student achievement (Bulgaria, Brazil, Russia). In sum, irrespective of countries, highly satisfied teachers give their best to their students’ success, not only by imparting knowledge but also by giving extra attention to ensure the better achievement of each student. The review of this study makes it even more worthwhile to reflect on the need to avoid stereotypical considerations and assessments of any objective presentation of the phenomenon and to reflect more deeply on the need to assess the validity of the relationship study.

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Section: Resultsmentioning

confidence: 99%

The factors associated with teachers’ job satisfaction and their impacts on students’ achievement: a review (2010–2021)

Hoque

Wang

Yang

et al. 2023

Humanit Soc Sci Commun

View full text Add to dashboard Cite

show abstract

“…The thinking graduation method in the research is a level that the author did not think of when conceiving the research framework. This document fills the gaps in the author's research [20]. In the comparative study of teaching, a comparative study of music teaching in China and the United States is also carried out.…”

Section: Related Workmentioning

confidence: 95%

Analysis of Teaching Mode of College Music Composition Theory Course Based on Data Analysis

Shuo Shen

2024

jes

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After learning the Soviet model and developing it today, the rudiment of professional music education established in the 1930s has formed the burden of various historical problems. At the same time, in the ideological collision between China and the West, various concepts and viewpoints around music teaching also appeared, but this is not the main research object because there is no answer at all; therefore, it is necessary to make more rational improvements to the relevant experience, new ideas and new ideas. Based on the theoretical basis of in-depth algorithm and constraint solving, this research starts from the current music teaching in colleges. It explores the curriculum mode that is conducive to the development of music in the author’s country. The experimental results show that in the teaching mode of music composition theory courses in colleges and universities, the music composition optimization algorithm (MMC) has a profound impact on the teaching effect of the course. When solving Madcap’s, the current optimal solution significantly impacts the results. In the curriculum problem, due to the constraints of the curriculum schedule problem, MMC does not show a promising solution effect but has good performance on the curriculum scheduling problem with relatively few constraints, so when solving problems with fewer constraints, the reader can choose MMC.

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Catholic and faith-based schools in sub-Saharan Africa: introduction to the special issue

Grace¹,

Wodon

2021

International Studies in Catholic Education

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Teacher satisfaction and its determinants: analysis based on data from Nigeria and Uganda

Cited by 4 publications

References 9 publications

The factors associated with teachers’ job satisfaction and their impacts on students’ achievement: a review (2010–2021)

The factors associated with teachers’ job satisfaction and their impacts on students’ achievement: a review (2010–2021)

Analysis of Teaching Mode of College Music Composition Theory Course Based on Data Analysis

Catholic and faith-based schools in sub-Saharan Africa: introduction to the special issue

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