University Teachers’ Job Satisfaction in the North West Frontier Province of Pakistan

Ghazi, Safdar Rehman; Ali, Riasat; Shahzada, Gulap; Israr, Muhammad

doi:10.5539/ass.v6n11p188

Cited by 7 publications

(6 citation statements)

References 2 publications

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“…In terms of Table 1 the results indicate that academic members were generally satisfied in their job (M = 2.83, SD = 0.60), mirroring the results of the studies by Castillo & Cano (2004), Eyupoglu and Sanner (2009), Ghazi et al, (2010), Malik (2011), Mehboob et al, (2012), Noordin and Jusoff (2009), and Syed et al, (2012). Regarding the aspects of job satisfaction of academic members of three universities, academic members had the highest job satisfaction of human resources (M = 2.94, SD = 0.68), subsequently followed by job satisfaction of organizational culture (M = 2.90, SD = 0.67), job satisfaction of equipments (M = 2.85, SD = 0.78).…”

Section: The Level Of Job Satisfaction Of Academic Members In Vietnamsupporting

confidence: 64%

The Effects of Demographic and Institutional Characteristics on Job Satisfaction of University Faculty in Vietnam

Duong¹

2013

IJARPED

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In recent years, several studies have examined the job satisfaction and dissatisfaction of university faculty in developed countries, little is known about lecturers' job satisfaction or dissatisfaction in the developing countries like Vietnam. The purpose of this study was to ascertain the relationship between job satisfaction and demographic, institutional characteristics of university academic members in the technology and science fields. The study used a questionnaire to survey with 150 academic members from three public universities was selected as a statistical sample. Three universities were used in pilot study to act as pre-test to the instruments of data collection to ensure their reliability. This study of data was analyzed by use of descriptive statistics, analysis of variance, and regression analysis by Statistical Package for Social Science software. The study showed that most respondents were satisfied in their job. There were significant difference in job satisfaction level based on gender, national graduation, and discipline. The present analysis found that job satisfaction of academic members significantly affected by their demographic and institutional factors. Recommendations on the study's findings to the management of university are also discussed.

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Section: The Level Of Job Satisfaction Of Academic Members In Vietnamsupporting

confidence: 64%

The Effects of Demographic and Institutional Characteristics on Job Satisfaction of University Faculty in Vietnam

Duong¹

2013

IJARPED

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“…Whiteford (1990) identifies several indicators of lecturer's satisfaction towards his job and a sense of success, including positive relationship with colleagues, satisfactory working conditions and prestige and self esteem with regard to the teaching process (Jiang Na, et.al, 2011). The research undertaken by Ghazi, et.al, (2010) revealed that the lecturers will feel satisfied with variation of work, creativity, moral values, valued compensation, the work itself, teamwork, responsibility, ability utilization, authority, activities, social status, warranty work, achievements and interaction with students. Typically, every organization has a different organizational culture.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Organizational Culture and Islamic Work Ethic on Permanent Lecturers’ Job Satisfaction, Organizational Commitment and Work Performance

Jufrizen¹

2018

Preprint

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“…Money, manpower, strategy and material are thought of as four significant pillars of any organization, among which manpower is the most important one (Ghazi, Ali, Shahzada & Israr, 2010). In addition, in a social institution like classroom, teachers' vital role cannot be overlooked (Ghazi, et al 2010). One of the valuable assets of any country is its quality teachers who form the strength of a nation in progression of "human capital for a knowledge-based economy" (Kappagoda, 2011, p.1).…”

Section: Introductionmentioning

confidence: 99%

Are Emotionally Intelligent EFL Teachers More Satisfied Professionally?

Hekmatzadeh

Khojasteh

Shokrpour

2015

IJALEL

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Despite the fact that Intelligence Quotient (IQ) is an important factor in one's success in terms of working environment, it is believed that emotional quotient or EQ plays a more important role. With that in mind, this study investigated the relationship between emotional intelligence and job satisfaction of English as Foreign Language (EFL) teachers who work at private language institutes in Iran/Shiraz. Furthermore, this study tried to answer whether there is a significant difference between emotional intelligence and job satisfaction of Iranian's EFL teachers in terms of gender. A 90-item BarOn questionnaire was used to measure the teachers' emotional intelligence; also, a modified version of Karavas's (2010) job satisfaction scale was used to see how satisfied our teachers are with their teaching career. To answer the research question, Pearson Product-Moment Correlation Coefficient statistical test was run. The results showed that there was a positive and significant correlation between emotional intelligence and job satisfaction of EFL teachers in Iran/Shiraz. Furthermore, the results revealed that there was a statistically significant difference in emotional intelligence between EFL male and female teachers, but there was no statistically significant relationship between Iranian EFL teachers' job satisfaction in terms of gender. Based on our findings, it is suggested that some preparatory courses aiming at enhancing the important psychological traits such as emotional intelligence should be incorporated in educational programs designed for novice teachers so that it will contribute to pedagogical improvement.

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University Teachers’ Job Satisfaction in the North West Frontier Province of Pakistan

Cited by 7 publications

References 2 publications

The Effects of Demographic and Institutional Characteristics on Job Satisfaction of University Faculty in Vietnam

The Effects of Demographic and Institutional Characteristics on Job Satisfaction of University Faculty in Vietnam

The Effect of Organizational Culture and Islamic Work Ethic on Permanent Lecturers’ Job Satisfaction, Organizational Commitment and Work Performance

Are Emotionally Intelligent EFL Teachers More Satisfied Professionally?

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