scholarly journals Job Satisfaction among Primary School Teachers With Respect To Age, Gender and Experience

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Kurakula Venkatesh
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Telangana State

Job satisfaction is a worker’s sense of achievement and success on the job. It is generally perceived to be directly linked to productivity as well as to personal well-being. Job satisfaction implies doing a job one enjoys, doing it well and being rewarded for one’s efforts. The study was conducted on 334 primary school teachers from Medak district of Telangana State. The result reveals that there is a significant difference in Job satisfaction with respect to age, gender and experience among primary school teachers.

scholarly journals The analysis of the relation between social studies and primary school teachers ' levels of liking of children and their job satisfaction in terms of diverse variable

2016 ◽  
Vol 13 (3) ◽  
pp. 4861
Author(s):  
Melike Faiz ◽  
Melek Körükçü ◽  
Oğuzhan Karadeniz
Keyword(s):  
Job Satisfaction ◽  
Social Studies ◽  
Primary School ◽  
Survey Methods ◽  
Social Studies Teachers ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

It is required for teachers to become individuals who love children, carry out their jobs with job satisfaction in order to raise individuals who are in tune with the times, effective, creative and produce suitable solutions to the challenges in the face of rapid changes that are experienced. In this research, within the scope of which the relation between social studies and primary school teachers' levels of liking of children and their job satisfaction is analyzed, The research is a descriptive study in comparative survey methods. In the research, it has been analyzed whether a statistically significant relation between social studies teachers' levels of liking of children and their job satisfaction exists or not, in terms of diverse variable. The study group of the research consists of totally 117 teachers, 57 of whom perform as social studies teachers and 60 as primary school teacher. Research data has been gathered by applying the "Barnett Liking of Children Scale" and "Job Satisfaction Scale" to the teachers participated in the research. In the analysis of data, Kruskal-Wallis H Test for independent samples, Mann-Whitney U Test for independent samples, simple correlation, Kolmogorov-Smirnov and Shapiro-Wilk normality tests have been used. In consequence of the research, any significant difference has not been found between teachers' levels of loving children and their ages and job seniorities. It has been determined that female teachers' levels of loving children are higher as compared to that of male teachers and primary school teachers have a stronger liking for children than social studies teachers. The result that their job satisfaction does not vary according to the teachers' age, seniority and field of study and according to gender, female teachers have experienced much job satisfaction than the male ones has been reached.

scholarly journals Organizational Climate among Primary School Teachers With Respect To Gender and Management

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. M. Ravi Babu ◽  
Kurakula Venkatesh
Keyword(s):  
Primary School ◽  
Organizational Climate ◽  
Internal Environment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Values And Beliefs ◽  
Patterns Of Behavior ◽  
Telangana State

Organizational climate is a relatively enduring quality of the internal environment of an organization and is the recurring patterns of behavior, attitudes and feelings that characterize life in the organization. Organizational culture is a system of shared assumptions, values and beliefs that governs how people behave in organizations. The culture of an organization provides boundaries and guidelines that help members of the organization know the correct way to perform their jobs. The study was conducted on 334 primary school teachers from Medak district of Telangana State. The result reveals that there is a significant difference in Organizational climate with respect to gender and management among primary school teachers.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

scholarly journals The Degree To Which Primary School Teachers In Amman Governorate Possess Soft Skills In Light Of Coronavirus Pandemic From Their Principals' Perspectives

2021 ◽  
Vol 12 (6) ◽  
pp. 1199-1212
Author(s):  
Dr. Fawaz Shehada , Et. al.
Keyword(s):  
Primary School ◽  
Soft Skills ◽  
School Teacher ◽  
Reliability And Validity ◽  
Survey Method ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Principals ◽  
Significant Difference

The problem and the aim of the study: The rapid growth in technologies and the threat of COVID-19 pandemic have brought remarkable changes in the twenty-first century. Corona pandemic has caused a series of transformations in the different spheres of social, political, labor,  economic and educational life. Different governments have launched emergency policy initiatives based on the suspension of classes and the closure of educational centers to continue teaching activities from homes through the use of information and communication, which led to the emergence of new skills that the teacher should possess in order to keep pace with modern developments and to continue with the student learning process. The primary school teacher is required to develop his soft skills with quality and efficiency, to be in line with the great technological renaissance the world is witnessing in the field of teaching, knowledge and culture, and to realize that one of his new tasks is to be a guide, facilitator and assistant for students to learn by themselves. Accordingly, the study aimed at finding out the degree to which primary school teachers in Amman Governorate, possess soft skills in light of Coronavirus pandemic from the viewpoint of their principals. Research methods: The researcher reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. The descriptive survey method was used in the study in addition to a 41- item questionnaire distinctly developed for gathering data. Reliability and validity of these items were checked by applying it to a pilot group of 30 principals selected randomly. (837) male and female principals from Amman governorate were selected as a study population. The sample of the study was (228) principals who were randomly selected, and constitutes (27%) of the study population.The results of the study were obtained through appropriate statistical analyses, then  analyzed and discussed according to the questions of the study. Results: The results showed that the degree to which primary school teachers' possess soft skills was high. The results also indicated that there is a statistically significant difference according to gender variable in favor of females, while there are no statistically significant differences attributed to experience variable and the interaction between gender and experience. Conclusion: the study pointed out that the importance of soft-skills for teachers has got more importance under COVID-19 pandemic crisis, as utilizing soft skills in teaching will improve the quality of educational results. There is a need to create awareness among the teachers about the importance of soft skills for career advancement and how to develop and practice such skills. schools should carefully review and incorporate the desired soft skills into their curricula. However, they should also continue running specialized training workshops to help teachers further improve their soft skills. It is equally important that teachers should also make efforts for improving their skills level through self-directed readings and participation in appropriate skills development programs and activities.

scholarly journals ASSESSMENT OF ADMINISTRATIVE ROLE PERFORMANCES OF HEADMASTERS OF PRIMARY SCHOOLS IN EBONYI STATE SOUTH EAST, NIGERIA

2020 ◽  
Vol 7 (9) ◽  
pp. 6-16
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Adequate Funding ◽  
Multi Stage ◽  
Significant Difference

This study was carried out to identify the administrative role performances of headmasters of primary schools in Ebonyi state, southeast Nigeria. The study also identified the challenges faced the headmasters in performing their roles and strategies for handling these challenges. Three research questions were developed in line with the purpose of the study. Three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 1471 headmasters and 10,188 teachers, and the sample comprised 150 headmasters and 1000 primary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A–21 item instrument termed “Headmasters’ Administrative Role Performance Assessment Questionnaire” (HARPAQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.85. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while z-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the 21 items were accepted by the respondents. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of headmasters and primary school teachers from Ebonyi state on the items presented. Adequate funding, prudency and accountability in fund management, regular leadership training of headmasters, formation of formidable umbrella union for the headmasters to always interact with government on issues of school funding and management, involving the PTA and community in school management among others were recommended.

scholarly journals The Tendency of Primary School Teachers towards Teaching the Profession in Light of Some Variables

2021 ◽  
Vol 11 (6) ◽  
pp. 255
Author(s):  
Amaal Al Masri ◽  
Mutaib Al-Otaibi
Keyword(s):  
Primary School ◽  
Random Sample ◽  
Negative Attitude ◽  
Teaching Profession ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Study Results ◽  
Significant Difference

The study aimed to reveal attitudes in primary school teachers and their female teachers in the Mubarak Al-Kabeer educational district in Kuwait towards the teaching profession in light of some variables. To achieve the study's objectives, the researcher chose a random sample consisting of (400) teachers, and the researcher also designed a questionnaire consisting of (50) A paragraph that was judged, and the necessary honesty and consistency were given to it. The study found that all members of the study sample had a negative attitude towards the teaching profession and found no statistically significant difference between the average grades of primary school teachers and their teachers according to their literary and scientific specializations in the direction towards the teaching profession. In contrast, the study results showed that there are statistically significant differences between the average grades of teachers and the degrees of teachers towards the teaching profession and for the benefit of female teachers. The results also showed statistically significant differences for years of experience and in favor of those with experience (less than five years) in the direction towards the teaching profession. Therefore, the study recommended that the opportunity for teachers with long experience be given encouraging opportunities, motivation, and working to inform them of their importance, assigning them to tasks that satisfy their needs and desires, as well as spreading the spirit of respect for the teaching profession in the hearts of members of society as well as in the hearts of teachers who practice the profession of teaching.   Received: 2 September 2021 / Accepted: 30 October 2021 / Published: 5 November 2021

scholarly journals Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management

2017 ◽  
Vol 7 (1) ◽  
pp. 30 ◽  
Author(s):  
Hatice Vatansever Bayraktar ◽  
M. Cihangir Dogan
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Personal Information ◽  
State School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Discipline Practices ◽  
Significant Difference ◽  
Education Status ◽  
Scale Data

The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.

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