The Effects of Nutrition Education Activities Using Picture Books on Children’s Eating Habits and Nutrition Knowledge

최차란,; 김현정,

doi:10.52639/jeah.2019.12.49.363

Cited by 1 publication

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings revealed Korean teacher job satisfaction in multicultural secondary schools by outlining several combinations of factors that lead to paths explaining job satisfaction with profession and job satisfaction with work environment. It has been reported that teacher job satisfaction is influenced by a wide range of factors related to the internal and external factors, including professional development, efficacy, teacher climate, principal leadership style, teacher-student relations, and personnel relations (Caprara, Barbaranelli, Borgogni, & Steca, 2003;Čech, Cakirpaloglu, & Gillová, 2021;Choi, Kwon, Kim, & Park, 2013;Collie, Shapka, & Perry, 2012;Fuming & Jiliang, 2008;Gkolia, Belias, & Koustelios, 2014;Hwang, 2012;Kim & An, 2018;Klassen & Chiu, 2010;Klassen, Usher, & Bong, 2010;Kouni, Koutsoukos, & Panta, 2018;Lee & Lee, 2010;Lee, & You, 2020;Lee, 2007;Lee, Kang, & Kim, 2017;León et al, 2021;Meagher, 2011;Naz, 2017;Rapti & Karaj, 2012;Tien, 2018;Yildiz, 2021).…”

Section: Discussion a N D Conclusionmentioning

confidence: 99%

“…A more positive teachercolleague relationship is associated with higher teachers' job satisfaction (Fuming & Jiliang, 2008). Transformative principal leadership is positively associated with teacher job satisfaction (Choi, Kwon, Kim, & Park, 2013;Kouni, Koutsoukos, & Panta, 2018). Tere is a positive relation between teacher empowerment and teacher job satisfaction, and there was a positive association between teacher job satisfaction and school culture.…”

Section: Literature Reviewmentioning

confidence: 97%

“…Teacher job satisfaction was also found to be related to multilayered factors including salary, benefits, promotion (Fuming & Jiliang, 2008), teachers' efficacy (Lee, Kang, & Kim, 2017;Klassen, Usher, & Bong, 2010;Caprara, Barbaranelli, Borgogni, & Steca, 2003 ), well-prepared pedagogical content knowledge (Kim & An, 2018;Bahçıvan, 2012;Samusevica & Striguna, 2017), professional development (AL-Jadidi, 2022;Fuming & Jiliang, 2008;Meagher, 2011), teacher-student relationship (Fuming & Jiliang, 2008;O'Shea, 2021;Veldman, Tartwijk, Brekelmans, & Wubbels, 2013;Collie, Shapka, & Perry, 2012), principal leadership (Choi, Kwon, Kim, & Park, 2013;Kouni, Koutsoukos, & Panta, 2018), and school climate (Fuming & Jiliang, 2008;Collie, Shapka, & Perry, 2012;Abdulahi, 2020). More specifically, prior research has reported that salaries or welfare benefits affect teacher job satisfaction (Fuming & Jiliang, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Factors Predicting Teachers’ Job Satisfaction in Korean Secondary Schools

2023

pegegog

View full text Add to dashboard Cite

T is research aims to reveal the combinations of conditions leading to Korean teacher job satisfaction. Te data of this study are derived from the 2018 Teaching and Learning International Survey (TALIS). Teacher job satisfaction was approached as a composite scale with two dimensions: job satisfaction with profession and job satisfaction with work environment. Te explanatory variables were preparation for pedagogical content knowledge, teacher self-efficacy in general, teacher self-efficacy in multicultural classrooms, teachers' innovative climate, teacher-student relations, social perceptions of teacher value, and professional development barriers. Te findings using fsQCA are as follows; 1) the presence of social perceptions of teacher value is a necessary condition for a high level of job satisfaction with the profession. 2) Four distinct paths were extracted to explain the high level of job satisfaction with the profession. 3) Four distinct paths were shown clearly to explain the low level of job satisfaction with the profession. 4) None of the conditions is a necessary condition for job satisfaction with the work environment. 5) Five distinct paths were singled out to explain the high level of job satisfaction with the work environment. 6) Tree distinct paths were identified to explain the low level of job satisfaction with the work environment. Te findings revealed Korean teacher job satisfaction in multicultural secondary schools by outlining several combinations of factors that lead to paths explaining job satisfaction with profession and job satisfaction with work environment. Some implications and a few recommendations to improve teacher job satisfaction are suggested.

show abstract