Journal articles: 'DETERMINANTS OF TEACHERS'

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Tyumaseva, Zoya Ivanovna, Irina Leonidovna Orekhova, Elena Borisovna Bistray, Boris Alexandrovich Artemenko, and Elena Alexandrovna Chelnokova. "Determinants of students’ healthy lifestyle development." Samara Journal of Science 8, no. 1 (February 28, 2019): 307–13. http://dx.doi.org/10.17816/snv201981317.

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The paper focuses on the importance of a healthy lifestyle development among students, which is reflected in the Concept of Health System Development in the Russian Federation until 2020. The authors identify the determinants of a healthy lifestyle development, which include: spatial-environmental, motivational-reflexive, activity-methodical, tutor-project determinants. These determinants are interrelated; it provides an increase in the efficiency of a healthy lifestyle development among students. In the field of activity-methodical determinant the authors consider problems of practice-oriented training of teachers. The results of a survey among students and teachers show that students are not ready to accept the values of a healthy lifestyle while teachers are not ready to use health-saving technologies. In this regard, the authors have developed and tested a program for improving teachers qualifications in the field of health preservation, contributing to the development of skills to apply health saving technologies. The tutor-project determinant determines a functional field of the tutor in project activities of students aimed at health preservation.

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Nasution, Sri Mulyani, Kristo Paulus, and Darin Brenda Iskarina. "TEACHERS AS DETERMINANTS OF SUCCESS IN EDUCATION REFORM." Al-Risalah 14, no. 2 (June 25, 2023): 584–603. http://dx.doi.org/10.34005/alrisalah.v14i2.2548.

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Modernity encourages students to have multidimensional and high-quality competencies to be able to face and overcome the consequences of developments and changes that are taking place globally in the context of modernization. To achieve this need, the teacher also becomes a determinant of educational success. Unfortunately, the ever-increasing need for the teacher's role is not followed by fulfilling the teacher's competence needs. The main task of the teacher to develop students’ talents and interests seems to be not optimally implemented. From these problems, it is concluded that: (1) Teachers have an important role in the success of education reform; (2) The teacher has a central task as a leader in the learning process in class; (3) Success in learning can be seen from the outcomes of students; (4) The learning that is carried out must be able to have an impact on change, especially for students. (5) For education reform to run optimally, teachers must function as contained in PP 19 of 2017 concerning Teachers.

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A/l Din Pian, Tiang, Hock-Eam Lim, Hussin Abdullah, and Lip Sam Thi. "ESTIMATING THE DETERMINANTS OF HAPPINESS AMONG PRIMARY SCHOOL TEACHERS IN MALAYSIA." Journal of Economics and Sustainability 4, no. 2 (July 29, 2022): 55–68. http://dx.doi.org/10.32890/jes2022.4.2.5.

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Teachers play an important role in nurturing human resources. Old wisdom regards teachers as the “engineer of the human soul”. Teacher happiness is very important since a happy teacher is productive, allowing him/her to play his/her role effectively. We need to understand the determinants of teacher happiness to formulate better policies for teachers. The objectives of the study are to examine the level of happiness of primary school teachers in Malaysia and its determinants. Ordered logit models are estimated using data from a random sample of 1,510 primary school teachers in Perlis, Kedah, and Penang. The descriptive statistics analysis reveals that, on average, the teachers are happy with their life but with a substantial variance. Aspiration is found to be an important determinant of happiness. Other determinants of happiness include religiosity (strength in religion, all religions teach morality in schools), the interaction between aspiration and religiosity, targeted life goals, achievement of life goals, and school environment. To increase the happiness of primary school teachers, the government needs to focus on the teachers’ aspiration, their life goals, religiosity, and the school environment. Thus, tangible and non-tangible rewards are needed to improve teacher happiness.

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ÖZKAN, Umut Birkan, and Ertan AKGENÇ. "Teachers' Job Satisfaction: Multilevel Analyses of Teacher, School, and Principal Effects." FIRE: Forum for International Research in Education 7, no. 3 (March 26, 2022): 1–23. http://dx.doi.org/10.32865/fire202273271.

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Teachers' job satisfaction (TJS) can be defined as the emotional reactions of teachers to their jobs or teaching roles. In this study, it is aimed to investigate the determinants of teachers, principal and school-based factors on job satisfaction of teachers. In this study, which is based on relational survey model, secondary data obtained from TALIS-2018 evaluation were analyzed with Multilevel Structural Equation Modeling. 196 principals and 3952 teachers from Turkey who participated in TALIS-2018 survey constitute the sample of the research. According to the results of the study, teachers' age, gender, career preferences and participation in professional development activities, the locations of the schools they work in and the type of school (state / private) and the gender of the school principals were found to be determinants of job satisfaction. Teachers' work experience, having foreign students in their classes, school principal's age and work experience did not affect teachers' job satisfaction.

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Radović, Vera, Kristinka Ovesni, and Duška Mihajlović. "Determinants of minsunderstandings between students and teachers." Nastava i vaspitanje 67, no. 1 (2018): 23–38. http://dx.doi.org/10.5937/nasvas1801023r.

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Mijakoski, Dragan, Dumitru Cheptea, Sandy Carla Marca, Yara Shoman, Cigdem Caglayan, Merete Drevvatne Bugge, Marco Gnesi, et al. "Determinants of Burnout among Teachers: A Systematic Review of Longitudinal Studies." International Journal of Environmental Research and Public Health 19, no. 9 (May 9, 2022): 5776. http://dx.doi.org/10.3390/ijerph19095776.

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We aimed to review the determinants of burnout onset in teachers. The study was conducted according to the PROSPERO protocol CRD42018105901, with a focus on teachers. We performed a literature search from 1990 to 2021 in three databases: MEDLINE, PsycINFO, and Embase. We included longitudinal studies assessing burnout as a dependent variable, with a sample of at least 50 teachers. We summarized studies by the types of determinant and used the MEVORECH tool for a risk of bias assessment (RBA). The quantitative synthesis focused on emotional exhaustion. We standardized the reported regression coefficients and their standard errors and plotted them using R software to distinguish between detrimental and protective determinants. A qualitative analysis of the included studies (n = 33) identified 61 burnout determinants. The RBA showed that most studies had external and internal validity issues. Most studies implemented two waves (W) of data collection with 6–12 months between W1 and W2. Four types of determinants were summarized quantitatively, namely support, conflict, organizational context, and individual characteristics, based on six studies. This systematic review identified detrimental determinants of teacher exhaustion, including job satisfaction, work climate or pressure, teacher self-efficacy, neuroticism, perceived collective exhaustion, and classroom disruption. We recommend that authors consider using harmonized methods and protocols such as those developed in OMEGA-NET and other research consortia.

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Janíková, Marcela, and Jiří Sliacky. "Determinanty expertního výkonu v tělesné výchově pohledem učitelů." Studia sportiva 12, no. 2 (January 3, 2019): 136–46. http://dx.doi.org/10.5817/sts2018-2-13.

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In the paper, we deal with determinants of expert teaching in Physical Education from the expert-teachers’point of view. Our research study aims at highlighting how expert-teachers perceive the importance of various determinants of expert teaching in Physical Education. The research sample includes five expert-teachers (three female and two male) from schools in Brno they sorted determinants of expert teaching in Physical Education using Q-methodology. It was shown, that the researched teachers perceived following determinants as most important for expert teaching in Physical Education: teachers’ organizational skills, teachers’ improvisational skills, teachers’ experiences, teachers’ skills to motivate pupils, and teachers’ commitment to the teaching profession. Contrary, following determinants was seen as not very important: teachers’ demonstrating of subject matter, the number of pupils, teachers’ “sport-history”, teachers’ subjectively perceived limits and teachers’ using of punishments.

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McPherson, Michael A. "Determinants of How Students Evaluate Teachers." Journal of Economic Education 37, no. 1 (January 2006): 3–20. http://dx.doi.org/10.3200/jece.37.1.3-20.

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Mäkelä, Kasper, Mirja Hirvensalo, and Peter Whipp. "Determinants of PE Teachers Career Intentions." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 680–99. http://dx.doi.org/10.1123/jtpe.2014-0081.

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One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.

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Barbieri, Gianna, Claudio Rossetti, and Paolo Sestito. "The determinants of teacher mobility: Evidence using Italian teachers’ transfer applications." Economics of Education Review 30, no. 6 (December 2011): 1430–44. http://dx.doi.org/10.1016/j.econedurev.2011.07.010.

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Ingay, Alfeo Budan. "Leadership Practice of Elementary school Heads as Determinants of teachers’ Morale in Davao Region ,Philippines." International Journal of Management Excellence 13, no. 2 (August 31, 2019): 1935–55. http://dx.doi.org/10.17722/ijme.v13i2.1104.

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Determining the leadership practice and work commitment of elementary school heads as determinants of teachers’ morale in Davao Region is the main objective of the study. There were 400 elementary school teachers chosen as respondents employing stratified random sampling technique. The study utilized non-experimental study using descriptive correlational technique. Mean, Pearson r, Multiple regression were used in the treatment of the data. Findings revealed that the level of leadership practice, work commitment, and teachers’ morale yielded very high results. Leadership practice and work commitment of school heads showed significant relationships with teacher’s morale. The combined and singular influence of leadership practice of school heads and working commitment towards teachers’ morale provided significant results. Keywords: leadership practice, work commitment, elementary school heads, determinants, teachers’ morale, Davao region, educational management, Philippines

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Jansa, Petr, and Karel Kovář. "Selected determinants of the primary shools teachers lifestyle." Tělesná kultura 33, no. 1 (January 1, 2010): 57–68. http://dx.doi.org/10.5507/tk.2010.004.

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Haenel, Jasmin, Thomas Schoettker-Koeniger, David A. Groneberg, and Eileen M. Wanke. "Determinants of pain occurrence in dance teachers." Scandinavian Journal of Pain 21, no. 2 (February 19, 2021): 308–16. http://dx.doi.org/10.1515/sjpain-2020-0122.

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Abstract Objectives Dance teachers are strongly dependent on their functional body in their professional practice. As yet, it has largely been unclear whether the musculoskeletal system is endangered by a dance teaching activity. Pain can be a warning signal for a health hazard. The aims of the study were (a) to determine the pain prevalence, location and assessment of dance teachers and (b) to identify determinants of pain occurrence over a 3-month period prior to the survey. Methods The quantitative, retrospective cohort study was conducted with n=166 dance teachers by an anonymous online survey. The data on the study sample, professional practice and pain prevalence, location and assessment were presented descriptively. A binary logistic regression was used to identify determinants of pain occurrence in the last 3 months from the sample parameters and the data of professional practice. Results In the 3-month period n=143 (86.1%) of dance teachers had been in pain, often localized in the lower back and lower extremities. In the binary logistic regression model, the Body mass index (BMI) (odds ratio (OR)=1.15, 95% CI: 0.93–1.42, p=0.18), age (OR=1.03, 95% CI: 0.99–1.08, p=0.11) and the presence of disease (OR=2.81, 95% CI: 0.78–10.15, p=0.12) were identified as determinants of pain occurrence (LR-Chi2=7.8, p<0.05, pseudo R2=0.06, n=160). Conclusions Pain occurs in dance teachers under multifactorial conditions. Pain occurrence seems to be favored by context factors, such as the BMI, age and the presence of diseases. However, none of these factors could be identified as a significant, clear risk factor for the occurrence of pain in this sample. Education and preventive measures, that consider pain as a warning signal, should take effect early in the dance career.

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Kusma, Bianca, David A. Groneberg, Albert Nienhaus, and Stefanie Mache. "Determinants of Day Care Teachers' Job Satisfaction." Central European Journal of Public Health 20, no. 3 (September 1, 2012): 191–98. http://dx.doi.org/10.21101/cejph.a3700.

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Bekir, Sezgin, and Ergyul Tair. "Personality Determinants of Teachers Subjective Career Success." Filosofiya-Philosophy 30, no. 3 (September 20, 2021): 287–300. http://dx.doi.org/10.53656/phil2021-03-06.

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The results of a study of ego states, self-esteem and life positions effects on teachers’ subjective career success are presented. The sample includes 324 teachers between 24 and 65 years. The results obtained present preferences for the ego states Nurturing Parent and Adult, and for the life position „I am OK, you are OK“, which are manifested through characteristics such as affection, friendliness, analyticalness and devotion to others. The established average self-esteem level suggests for positive attitude towards oneself and career satisfaction. The ego states Natural Child, Caring Parent, Adapted Child, the self-esteem and the life positions „I am OK, you are OK“ and „I am not OK, you are not OK“ have significant effects on subjective career success. Personal characteristics such as empathy, concern for others and the promotion of development lead to a sense of subjective career success. The results are applicable for the implementation оf teacher competency improvement programs, which will not only increase their sense of career success, but will also have a positive effect on the quality of the educational process.

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Belfield, Clive R., and John S. Heywood. "Performance pay for teachers: Determinants and consequences." Economics of Education Review 27, no. 3 (June 2008): 243–52. http://dx.doi.org/10.1016/j.econedurev.2008.01.002.

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Kirenko, Janusz Marian. "Teachers’ Lifestyle and its Socio-Demographic Determinants." Lubelski Rocznik Pedagogiczny 35, no. 3 (June 21, 2017): 121. http://dx.doi.org/10.17951/lrp.2016.35.3.121.

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Chaturvedi, M., and T. Purushothaman. "Coping behaviour of female teachers: Demographic determinants." Industrial Psychiatry Journal 18, no. 1 (2009): 36. http://dx.doi.org/10.4103/0972-6748.57856.

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Ridwan, Muhammad, Sitti Rizki Mulyani, Rio Andhika Putra, Neni Sri Wayuni Ningsih, and Vicky Brama Kumbara. "Study on teacher performance determinants." JPPI (Jurnal Penelitian Pendidikan Indonesia) 8, no. 3 (September 30, 2022): 604. http://dx.doi.org/10.29210/020221851.

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The objective of this research was to see how salary, leadership support, and work-life balance affected teacher effectiveness. The non-probability sampling approach was applied, as well as a purposive sampling strategy. A total of 150 instructors from Padang City, West Sumatra, were employed in this study. SEM and AMOS 24.0 software were utilized in this study's analysis. Compensation has a considerable impact on teacher performance, according to the findings. Teachers' salary has a huge impact on their work-life balance. Support from leaders has a huge impact on teachers' work-life balance. Support from leaders has a substantial impact on teacher performance. Teachers' performance is unaffected by work-life balance. Compensation and leader support have a significant effect on teacher performance, compensation and leader support have a significant effect on work-life balance, and work-life balance has no significant effect on teacher performance, according to the results of this study. Various disputes and challenges will occur as a result of striking a balance between the "work" and "non-work" domains, which must be addressed by persons with families. Work-life balance cannot increase an employee's effectiveness at work. Employees that are able to manage their work and personal life may not necessarily perform better.

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Abdulahi, Bahir Adem. "Determinants of Teachers’ Job Satisfaction: School Culture Perspective." Jurnal Humaniora 32, no. 2 (June 1, 2020): 151. http://dx.doi.org/10.22146/jh.52685.

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The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.

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Berger, Jean-Louis, and Céline Girardet. "The determinants of VET educators’ occupational choice." Education + Training 57, no. 1 (February 9, 2015): 108–26. http://dx.doi.org/10.1108/et-04-2013-0062.

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Purpose – Potential teacher shortage and low esteem of vocational education and training (VET) educator profession, together with the importance of attracting individuals best suited for the profession, lead to concerns about the reasons why people become VET educators as a second career. Accordingly, the purpose of this paper is to investigate the determinants of career choice in Swiss VET educators using an adaption of the Factors Influencing Teaching Choice framework (Watt and Richardson, 2007). Design/methodology/approach – With a sample of 605 VET educators undergoing initial teacher training, the authors first provide a description of the determinants of career choice at the sample level, based on a motivational model and analyze differences in these determinants between three types of VET educators. Then, the authors contrast it to the conclusions of other studies on teachers’ career choice. Findings – There are somewhat different determinants driving this career choice depending on the type of educators. In terms of motivation, intrinsic value is the most important determinant of a career as VET teacher. VET educators value the activity of teaching more than the potential advantages it may offer. Originality/value – The findings of the research provide an insight into VET teachers’ career choice and how to promote the attractiveness of the profession.

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Mbon, Usen F., Festus O. Arop, Ekpenyong E. Ekanem, Victor O. Ebuara, and Emanghe E. Emanghe. "School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools." Journal of Social Sciences Research, no. 73 (July 31, 2021): 116–25. http://dx.doi.org/10.32861/jssr.73.116.125.

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Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.

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BALAN, Aurelia. "Motivational determinants in the implemenation of pedagogical innovations." Univers Pedagogic 78, no. 2 (June 2023): 34–40. http://dx.doi.org/10.52387/1811-5470.2023.2.06.

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The article considers the issue of motivating teachers for the implementation of pedagogical innovations. The factors that influence the motivation for the implementation of pedagogical innovations are highlighted; the reasons for implementing pedagogical innovations and the stages of motivating teachers to implement innovations are described by correlation with the reactions to innovations and the specific behavior of teachers. Also, the forms of influence and the basic conditions are specified in order to stimulate the motivation of teaching staff for the implementation of pedagogical innovations.

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Alrashdan, Hanadi, Hadi Rashed Al Ajmi, Mo’en Salman Alnasraween, and Sawsan Karra. "Efficiency Determinants of Educational Wastage Programs." Journal of Education and e-Learning Research 9, no. 2 (May 27, 2022): 79–86. http://dx.doi.org/10.20448/jeelr.v9i2.3951.

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COVID-19 pandemic lockdowns converted traditional face-to-face teaching practices to online processes, resulting in thousands of students losing out on accessibility to education. The educational wastage program was introduced to enable students to recover their abilities and to improve their skills. The objective of this research is to study the determinants of such programs, including the inputs and the outputs. The teachers who participated in this program formed the population of this study; the random sample included 1500 teachers, both males and females. The collected questionnaire responses were downloaded into the SPSS software. The results show that time management is the most important factor that affects output of the recovery programs in educational wastage. The second factor that affects output of the recovery programs is the subjects introduced. Teachers’ participation in formulating such recovery programs is considered very important to improve output. The study recommends the participation of teachers in formulating recovery programs.

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Caprara, Gian Vittorio, Claudio Barbaranelli, Laura Borgogni, and Patrizia Steca. "Efficacy Beliefs as Determinants of Teachers' Job Satisfaction." Journal of Educational Psychology 95, no. 4 (2003): 821–32. http://dx.doi.org/10.1037/0022-0663.95.4.821.

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Okebukola, Peter Akinsola, and Olugbemiro J. Jegede. "Determinants of Occupational Stress among Teachers in Nigeria." Educational Studies 15, no. 1 (January 1989): 23–36. http://dx.doi.org/10.1080/0305569890150103.

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Zwerling, Harris L., and Terry Thomason. "Collective bargaining and the determinants of teachers’ salaries." Journal of Labor Research 16, no. 4 (December 1995): 467–84. http://dx.doi.org/10.1007/bf02685721.

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Nyamubi, Gilman Jackson. "Determinants of Secondary School Teachers’ Job Satisfaction in Tanzania." Education Research International 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/7282614.

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This study examined teachers’ job satisfaction in Tanzania. It addressed one research question: what factors determine secondary school teachers’ job satisfaction? The study was conducted in eight secondary schools in two regions of Tanzania. It used focus group discussion as the data collection tool. Results show that teachers were satisfied by both monetary and nonmonetary incentives such as community support. They were pleased with fair remuneration packages that related to their labour input, opportunities for career development, a well-defined individual appraisal system, timely promotion, and requisite workplace conditions. The study also showed that teachers’ friendship and cooperation with coworkers and students as well as the respect of community members also enhanced their satisfaction in teaching. Also important to their satisfaction is their students’ success in and after school, which reveals the teachers’ sense of duty and responsibility. Teachers’ job dissatisfaction can lead to their search for other means to gain economically. It is recommended that care should be given to address teachers’ pertinent issues, especially salaries, workplace conditions, and timely promotion, to enhance teachers’ physical and mental attachment to their workplaces.

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Gharib, Yvette, and Patricia Rached. "La Communication dans le Contexte Scolaire Libanais : vecteur de motivation des enseignants." Traduction et Langues 18, no. 1 (August 31, 2019): 8–21. http://dx.doi.org/10.52919/translang.v18i1.505.

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Communication in the Lebanese School Context: motivation vector of teachers The objective of this article is to study the relationship between communication and the determinants of the teachers’ motivation within the same scholar institutions. Therefore, the question of the research is: what quality communication establishes a constructive institutional culture that enhances the teacher’s motivation? Answering this question, a survey is conducted in 28 Lebanese schools and the obtained results, according to the statistic method of multidimensional analysis, show a divergence concerning the views between school leaders and teachers.

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Goldhaber, Dan, and Roddy Theobald. "Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs." Education Finance and Policy 8, no. 4 (October 2013): 494–527. http://dx.doi.org/10.1162/edfp_a_00111.

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Over 2,000 teachers in the state of Washington received reduction-in-force (RIF) notices across the 2008–09 and 2009–10 school years. We link data on these RIF notices to an administrative data set that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. Not surprisingly, we find that a teacher's seniority is the strongest predictor, but we also find (all else equal) that teachers with master's degrees and those credentialed in the high-need areas of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness, which can be calculated for a subset of the teachers, were not correlated with the probability of receiving a RIF notice. Finally, simulations suggest that a very different group of teachers would be targeted for layoffs under an effectiveness-based layoff scenario than under the seniority-driven system that exists today.

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Hibajene Mweemba, Aubrey, and Daniel Allida. "Determinants of Teachers’ Motivation to join the Teaching Profession: A Case of Two teachers Colleges in Zambia." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 3 (September 30, 2021): 182–89. http://dx.doi.org/10.46606/eajess2021v02i03.0116.

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The purpose of this study was to examine the differences in views between preservice teachers and in-service teachers on their motivation to join the teaching profession. The study used descriptive quantitative approach through the independent sample t test to reach the intended objectives. The sample size consisted of preservice teachers (n=248) and in-service teachers (n=52) from the two teacher’s colleges. The study established that preservice teachers had higher expectations regarding material benefit and convenience, intellectual stimulation as well as continuation of work in familiar settings than the perceived reality by the in-service teachers who are already in the teaching profession. Intellectual stimulation, worthwhile service to society and interpersonal relationship were considered by both the in-service and the preservice teachers as potential benefits from the teaching profession. However, both the in-service and the preservice teachers were undecided whether continuation of work in a familiar setting is a benefit from the teaching profession. While preservice teachers agreed that material benefit and convenient as well as Job Security motivated them to join the teaching profession, the in-service teachers were undecided whether the factors motivated them to join the teaching profession. Finally, there was no significant difference in terms of gender regarding the benefits front he teaching profession by the teachers in training. The study therefore recommends that since the study found that not all the factors are motivators of teachers to join the teaching profession, there is a need to for qualitatively studies to explore further reasons that motivate teachers joining the teaching profession.

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Hibajene Mweemba, Aubrey, and Daniel Allida. "Determinants of Teachers’ Motivation to join the Teaching Profession: A Case of Two teachers Colleges in Zambia." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 3 (September 30, 2021): 182–89. http://dx.doi.org/10.46606/eajess2021v02i03.0116.

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The purpose of this study was to examine the differences in views between preservice teachers and in-service teachers on their motivation to join the teaching profession. The study used descriptive quantitative approach through the independent sample t test to reach the intended objectives. The sample size consisted of preservice teachers (n=248) and in-service teachers (n=52) from the two teacher’s colleges. The study established that preservice teachers had higher expectations regarding material benefit and convenience, intellectual stimulation as well as continuation of work in familiar settings than the perceived reality by the in-service teachers who are already in the teaching profession. Intellectual stimulation, worthwhile service to society and interpersonal relationship were considered by both the in-service and the preservice teachers as potential benefits from the teaching profession. However, both the in-service and the preservice teachers were undecided whether continuation of work in a familiar setting is a benefit from the teaching profession. While preservice teachers agreed that material benefit and convenient as well as Job Security motivated them to join the teaching profession, the in-service teachers were undecided whether the factors motivated them to join the teaching profession. Finally, there was no significant difference in terms of gender regarding the benefits front he teaching profession by the teachers in training. The study therefore recommends that since the study found that not all the factors are motivators of teachers to join the teaching profession, there is a need to for qualitatively studies to explore further reasons that motivate teachers joining the teaching profession.

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Permatasari, Futika, and Yopi Arianto. "Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa." IDEA: Jurnal Psikologi 6, no. 1 (April 20, 2022): 76–82. http://dx.doi.org/10.32492/idea.v6i1.748.

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Teachers are one of the determinants of educational success and play a major role in achieving educational goals. In addition to the great responsibility of teachers to educate students through the transfer of knowledge, teachers are required to master various kinds of competencies to support the continuity of learning activities. Personality competence is one of the competencies that must be possessed by teachers because as role models for students in learning activities, teachers must present themselves as a teacher profile with a steady and stable personality. The teacher's personality competence is a competence that has a significant influence on the development of student character in accordance with the values and norms that apply in religion and society. Problems related to learning motivation, social behavior, discipline, and student achievement are also influenced by the teacher's personality. Therefore, the teacher's personality competence needs more attention to be developed as an effort to improve the quality of education. Keywords: Competence, Personality, Teacher, Student Character

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Permatasari, Futika, and Yopi Arianto. "Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa." IDEA: Jurnal Psikologi 6, no. 1 (April 24, 2022): 57–63. http://dx.doi.org/10.32492/idea.v6i1.6106.

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Teachers are one of the determinants of educational success and play a major role in achieving educational goals. In addition to the great responsibility of teachers to educate students through the transfer of knowledge, teachers are required to master various kinds of competencies to support the continuity of learning activities. Personality competence is one of the competencies that must be possessed by teachers because as role models for students in learning activities, teachers must present themselves as a teacher profile with a steady and stable personality. The teacher's personality competence is a competence that has a significant influence on the development of student character in accordance with the values and norms that apply in religion and society. Problems related to learning motivation, social behavior, discipline, and student achievement are also influenced by the teacher's personality. Therefore, the teacher's personality competence needs more attention to be developed as an effort to improve the quality of education.

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Al Ayubi, Siti Aisyah, Ruzita Manshor, and Mohd Najib Md Saad. "Determinants of Psychological Work Environment Among School Teacher in Malaysia." Asian Social Science and Humanities Research Journal (ASHREJ) 3, no. 1 (March 26, 2021): 31–41. http://dx.doi.org/10.37698/ashrej.v3i1.61.

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The role of a teacher is the main subject nowadays who is facing under pressure with the workload besides teaching. This research objective is to analyze the determinant psychological work environment and its impact among School Teacher in Kuantan, Pahang. The findings of this study by using questionnaires as a medium of data collection from School Teacher involved in Kuantan, Pahang. The present survey was carried out to provide the broad study capability, which ensures a more accurate sample to gather targeted result of a sample size of 340 School Teachers to draw a conclusion and gain essential decisions. The result indicates that only four of the hypotheses show a positive relationship and imply determinants of psychological work environment, which are physical health, thought, personality, and heavy workload. The findings of this study will be beneficial to the society, organization, and government that teachers play an essential role in the education sector today and serve as a future reference for researchers on the recent subject of the determinant psychological work environment.

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Malik, Ehsan Qadir, Shamim Haider Tirmazi, and Mubashrah Jamil. "Effectiveness of Determinants of Science Education at Secondary Level." Review of Applied Management and Social Sciences 4, no. 2 (June 1, 2021): 347–55. http://dx.doi.org/10.47067/ramss.v4i2.134.

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The study was focused on identifying the determinants of science education and to examine the effectiveness of determinants of science education at secondary level. Population for the study consisted of science teachers of public and private sectors at secondary level of Punjab province. Sample was selected randomly which comprised 370 science teachers. In this quantitative study, questionnaire was preferred for teachers as a tool; a checklist was formulated for determinants. Proposed determinants were identified by a checklist. Through pilot study, the questionnaire was validated. The major conclusions showed that science objectives are understandable, logically structured, and their quality reflect enrichment of science education material. Textbook material is effective, logical in arrangement and according to the students pace. Teaching in science education demands competency of teachers and students’ attitude can be made precise which demands motivation. Effectiveness of science education is enriched by different assessment techniques which provide the criteria to fulfill the behavioral objectives.

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Ali, Haider, Fawad Hussain, and Anyl Khan. "The Mediating Role of Organizational Identification between Leadership and Job Security: A case of Teachers in Private institutions of Punjab-Pakistan." Journal of Management and Research 7, no. 1 (June 30, 2020): 212–34. http://dx.doi.org/10.29145//jmr/71/070109.

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In the business environment today job security is an important and primary requirement of the employees as the employees’ turnover rate is haphazardly increasing in different industrial sectors. This study determines the impact of leadership and organizational identification on the job security of teachers in the private institutions Punjab, Pakistan and the mediation of organizational identification is also tested. Data is analyzed by using Smart partial least squares structural equation modeling (Smart-PLS-SEM). Many teachers suffer from low job security that not only affect them internally but also affect their work performance. Therefore the main objective of our research is to determine the responsible factors which affect the job security of teachers working in the private educational institutions operationalized under BISE Punjab. In this paper, the parameters used for determining the job security of teachers are; Leadership, and organizational identification and mediating role of organizational identification between leadership and job security is also tested. During this study, 150 teachers from different private institutions operational in Punjab were asked to fill up the questionnaires containing a total of 32 items including different numbers of questions related to each determinant. The results showed that the determinants can explain the job security of the teachers up to a significant level. However, regression analysis and validity analysis proves that they are good predictors of job security of the employees (teachers). Beside these conclusions, this paper introduced other scientific queries and issues regarding the different types of relations or connections among the determinants and hence gives probable pathways to explain or interpret the relations.

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Śliwerski, Bogusław. "Macro-political determinants of school culture." Yearbook of Pedagogy 41, no. 1 (December 1, 2018): 31–43. http://dx.doi.org/10.2478/rp-2018-0003.

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SummaryThe subject of the article is the involvement of the school’s culture in the centralistic education policy, which is led by all, successively changing governments. It started with systemic reform of educational system in 1999. The author pays attention to the extent to which such a policy destroys the innovativeness of teachers. The only solution to this situation is the return to the anti-systemic micro-innovation movement in public education due to it restores the sense of dignity and professional self-fulfillment of teachers.

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De Smul, Mona, Sofie Heirweg, Geert Devos, and Hilde Van Keer. "School and teacher determinants underlying teachers’ implementation of self-regulated learning in primary education." Research Papers in Education 34, no. 6 (October 25, 2018): 701–24. http://dx.doi.org/10.1080/02671522.2018.1536888.

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Hwang, Sanghyun, and Jin Young Lee. "The Student Determinants of College Non-completion." Institute of Management and Economy Research 13, no. 3 (September 30, 2022): 361–73. http://dx.doi.org/10.32599/apjb.13.3.202209.361.

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Purpose - This paper analyzes the student determinants of college non-completion and estimates the effects of each determinant on college non-completion. Design/methodology/approach – We use student panel data from a large Korean university from 2011 to 2021. Our results are from estimation of fixed-effects logit model. Findings – The results show that grade point average, participation in extracurricular activities, the number of counseling sessions with teachers, and financial aid are the main determinants of college non-completion. Academic probation, which is defined as any person who has a cumulative grade point average below a one point seven five, increases the non-completion rate by 2.6 percentage points and an one-point rise in extracurricular activities index reduces the rate by 0.1 percentage points. The effects of each determinant are heterogeneous across student sub-groups which are separated by gender, nationality, and academic discipline. Research implications or Originality - Tailored support programs for academically discouraged students that incorporate student characteristics and backgrounds are necessary to increase college completion rates and degree attainment.

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Syed Nasir Hussain, Asia Zulfiqar, and Uzma Shehzadi. "Three-dimensional Determinants of Job Stress among Pakistani School Teachers." sjesr 2, no. 2 (April 4, 2020): 144–60. http://dx.doi.org/10.36902/sjesr-vol2-iss2-2019(144-160).

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This study investigates the determinants of job stress among Pakistani school teachers. It was based upon influential stress models including job control, effort-reward imbalance and workplace resources. A sample of 297 teachers teaching at different levels in both public and private schools was selected by using cluster sampling technique. The sample covered a wide range of teachers with diverse backgrounds. A self-developed questionnaire consisting of 20 items was used to collect the data. A simple linear regression was applied to analyze the data. The study found that all three factors are significant determinants of job stress among Pakistani school teachers. Job demand-control accounts for 31% of teachers’ job stress; whereas 23% and 17% of job stress is due to job demands-resources and effort-reward imbalance respectively. When all these three factors were seen collectively, they constituted 40.5% of teachers’ job stress.

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Bruckermann, Till, Fridtjof Ochsen, and Daniela Mahler. "Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science." Education Sciences 8, no. 3 (July 20, 2018): 103. http://dx.doi.org/10.3390/educsci8030103.

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In order to educate scientifically literate children, teachers are required to include nature of science (NOS) in their classroom practice. However, as biology teachers’ own understanding of NOS is limited, promoting an initial understanding of NOS in teacher education is crucial. The aim of this study is to elucidate the importance of the first phase of teacher education for biology teachers’ understanding of NOS. More precisely, the study aims to examine the relationship between institutional determinants (e.g., the type of teacher education programme) and learning opportunities for pre-service biology teachers’ understanding of NOS. Pre-service biology teachers (N = 232) participated in a cross-sectional testing. The corresponding descriptions of N = 649 modules of biology teacher education from 20 German universities were analysed. Qualitative and quantitative methods were applied to relate the institutional determinants and the individual amount of learning opportunities to pre-service biology teachers’ understanding of NOS. Results reveal that both institutional determinants as well as the amount of learning opportunities are related to pre-service biology teachers’ understanding of NOS. This indicates that teacher education at university represents an important phase for biology teachers’ understanding of NOS. The results are discussed in terms of consequences for further research and teacher education.

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Na’imah, Tri. "Workplace Spirituality and Emotional Regulation as Determinants Factors of Workplace Well-being Teachers." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (July 25, 2020): 1128–35. http://dx.doi.org/10.5373/jardcs/v12sp7/20202212.

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Chillara, Lakshmi Hymavathi, Debajani Sahoo, and Abhilash Ponnam. "Determinants and outcomes of faculty consulting from management teachers’ perspective." Journal of Applied Research in Higher Education 9, no. 2 (April 10, 2017): 211–25. http://dx.doi.org/10.1108/jarhe-01-2016-0002.

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Purpose The purpose of this paper is to explore the major determinants that influence the management teachers to practice management consulting. The second objective of this research is to understand how the experience in management consultancy leads to value addition in their class room teaching. Design/methodology/approach To address the first research objective, focus group discussions were conducted with management teachers practicing consultancy. These results were used to generate items for the questionnaire. Factor analysis performed on the data revealed six determinants influencing management teachers to engage in consulting activity. To address the second research objective, focus group discussions with MBA graduates were used to comprehend how teachers with management consulting experience enrich the pedagogy. Findings The major findings of the study suggest that the determinants influencing management teachers to practice consulting are: improving competencies, furthering professional advancement, accruing strategic and financial benefit, enabling holistic development. Through study 2, the authors found out that management teachers add value in pedagogy by forging corporate world connection through real-time examples, enable critical thinking by breaking established paradigms, effective classroom delivery through storytelling, etc., and lending student support by assuming a mentor’s role. Practical implications This study found that faculty consulting reduces the perceived gap between the industry and academia and it also leads to effective class room teaching. Originality/value The study is the first attempt to empirically test the determinants influencing management teachers to practice consultancy services and qualitatively assess how the consultancy experience enriches the in-class performance.

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Akhtar, Amna, Iqbal Javed, and Muhammad Munwar Hayat. "Determinants of Jobs Satisfaction of Female Teachers: An Evidence from District Hafizabad, Pakistan." Journal of Education and Social Studies 2, no. 3 (December 26, 2021): 73–82. http://dx.doi.org/10.52223/jess.20212302.

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Job satisfaction seems to have an important positive relationship with job performance. The current study was conducted to estimate the impact of different factors on the job satisfaction of female teachers. Data were collected by using a pre-tested questionnaire from a sample of 400 female school teachers working in District Hafizabad, Punjab, Pakistan. Primary data were collected about socioeconomic characteristics of teachers and other relevant factors for job satisfaction. The impact of different factors on job satisfaction of female teachers was estimated by using the Binary Logistic Model. Results of the study showed that the impact of independent variables of age, education, distance, family structure, family members, and the number of children is highly significant. At the same time, the impact of other variables, including experience, region, marital status, salary and job status is not significant. There is a positive and highly significant impact of education on female teacher’s job satisfaction. There is a negative and highly significant effect of the variable of school distance on female teachers’ job satisfaction. There is a negative and highly significant effect of the variable of joint family structure on job satisfaction. If the respondent has a joint family structure, it will negatively affect job satisfaction. There is a positive and highly significant impact of the variable of family members on job satisfaction. If the size of a family member increases by one unit, it will positively affect job satisfaction. There is a negative and highly significant impact of the variable of the number of children on female job satisfaction. If the number of children increases by one unit, there would be 0.788 fewer chances to be satisfied with her job.

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Kuznetsov, I. S. "Determinants of Trust in Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 12 (January 4, 2022): 9–31. http://dx.doi.org/10.31992/0869-3617-2021-30-12-9-31.

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The article addresses the factors that influence students’ trust in the teachers, faculty administration and university administration. Establishing trusting relationships at the university leads to a number of positive effects: for example, it facilitates cooperation between members of educational organization, making them more united, open to communication and motivated; it is a prerequisite for academic excellence, high-quality higher education and loyalty. This is the reason of the researchers’ interest to this topic. However, the factors influencing students’ trust in teachers and university management have yet to be defined. This paper examines the individual, socio-economic and institutional characteristics of student trust. The emphasis is placed on subjective factors – the perception and assessment by young people of what happens with them in the learning process. It is shown that students’ trust in the teachers and university management is positively correlated with their justified expectations (satisfaction), regarding higher education, and negatively correlated with the course of study. The influence of gender is significant when students trust in the administration of the faculty, while the influence of family income is significant when they trust in the administration of the university. Moreover, the last two factors are regionally specific: their effects are significant only for the trust of students studying at Moscow and St. Petersburg universities.

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Siringi, RanjitKumar. "Determinants of Green Consumer Behavior of Post graduate Teachers." IOSR Journal of Business and Management 6, no. 3 (2012): 19–25. http://dx.doi.org/10.9790/487x-0631925.

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Baeva, Irina A., Elena B. Laktionova, Larisa A. Gayazova, and Irina V. Kondakova. "Determinants of psychological safety of teachers in educational environment." Izvestia: Herzen University Journal of Humanities & Sciences, no. 197 (2020): 18–30. http://dx.doi.org/10.33910/1992-6464-2020-197-18-30.

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KIM, Sun Whi, and Jin Sik CHOI. "Determinants of Teachers Compliance with Student Human Rights Ordinance." European Constitutional Law Association 32 (April 30, 2020): 343–79. http://dx.doi.org/10.21592/eucj.2020.32.343.

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Kaur, Manpreet, and Rajesh Kumar. "Determinants of occupational stress among urban Indian school teachers." Research in Education 105, no. 1 (December 5, 2017): 3–17. http://dx.doi.org/10.1177/0034523717745341.

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Occupational stress among teachers has become a matter of increasing concern. It is not only evidenced from the large body of studies on the subject but also through factors that predispose educators to work related stress. The present study also tends to identify demographic patterns of workplace stress as well as examine the role of correlates like socio-economic status and work experience on stress levels. It further explores specific workplace stressors reported by Indian teachers. The sample consisted of 398 teachers, 31.9% males and 68.1% females, from urban centre, New Delhi, India. The measures included the National Stress Awareness Day Stress Questionnaire and a self-report questionnaire designed for the purpose of the research. Results showed that with 52% public and rest private school employees, stress levels were found to be high among 28% (111 participants) of the sample. All demographic variables, Socio Economic Status (SES) categories, promotional and experience factors were contributing significantly to the stress prediction model but age group, work experience and promotion opportunities were reported as prime explanatory variables for the model (B = 2 approx.; p < 0.05). For every unit/category change in these variables, the stress score was seen to increase by 2. The optimal stress score that culminates to larger stressor of affecting general health was 10.8 and was 88% sensitive while a stress score beyond 11.5 is seen to affect work deliverables to students as reported by teachers. Findings were also reviewed in the context of practical implications they may render with probable reasoning. We recommend a constant evaluation of stress levels, for teachers, and providing appropriate counselling may be the stepping stone to reduce stress and improve quality of life for the teachers.

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Journal articles on the topic 'DETERMINANTS OF TEACHERS'

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