Latest Research on Teacher satisfaction: March 2021

Tracking and Teacher Satisfaction: Role of Study Culture and Trust

A multilevel analysis of data from 711 teachers and 3,760 pupils in a sample of 34 Flemish (Belgium) secondary schools (19 technical/vocational and 15 general schools) demonstrated a relation between tracking and teachers’ job satisfaction. Teachers in technical/vocational schools tended to be less satisfied with their jobs than were teachers in general schools. The relation seemed ascribable to pupils’ culture, which was far less study oriented in technical/vocational schools than in general schools. Results show that pupils’ study culture affected teacher satisfaction by its influence on teacher trust and faculty trust. [1]

Moving into the third, outer domain of teacher satisfaction

Models of teacher satisfaction post‐Herzberg have generally presented two mutually exclusive domains of teacher satisfaction/dissatisfaction. However, use of a survey with 2,000 teachers and school executive in England, New Zealand and Australia has provided evidence for a third domain of teacher satisfaction/dissatisfaction grounded in the wider environment surrounding the school, a domain which has grown in importance and influence and which teachers and school executive find uniformly dissatisfying. This outer domain has acted to erode overall teacher satisfaction in contravention of the general principles of “two‐factor” theories of job satisfaction. It is argued that teachers, schools, and others with an interest in education, need to build bridges, forge partnerships and actively participate in educational discourse with members of this outer domain. Further, educational systems and governments need to look within the outer domain of teacher satisfaction for answers to the problems currently facing teachers, schools and society. [2]

The antecedents of teacher satisfaction with professional development programs

Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students’ learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical teaching culture in classrooms, the greater the teachers’ satisfaction with job professional development processes. The findings of this study demonstrate that the main factors affecting teachers’ satisfaction with the instructional programs are related to their desire to maintain instructional processes “close to home”, and to shape these processes in accordance with their needs and expectations. The implications of the study are discussed with relation to decision-makers in the school setting and at the local authorities’ level. [3]

Professional Burnout and Job Satisfaction among Physical Education Teachers in Greece

Aims: Nowadays, teachers in Greece are facing rapidly changing working conditions with increased workload and working hours, severe pay cuts and high taxation. The purpose of the present work was to evaluate burnout and job satisfaction among Physical Education teachers in Primary Public schools in Greece.
Study Design: A survey of Physical Education teachers (n =132) received a questionnaire and responded to the survey (n =105, 79.5% response).
Place and Duration of Study: This work was carried out in the region of West Greece, in Primary Education Schools during the school year 2012-2013.
Methodology: A Pearson Correlation (results analysed with SPSS) was used to investigate possible correlations between the examined parameters.
Results: The results indicate that teachers exhibited moderate levels of job satisfaction (64.66 ±8.09), high levels of emotional exhaustion (26.14±9.37), low depersonalization (1.69±0.79) and personal accomplishment (38.61±5.36). Job satisfaction was inversely related with burnout (-0.433, P<0.05) but not related with demograppic parameters, such as age and gender. On the contrary, gender had a significant effect on the levels of emotional exhaustion (0.225, P=0.021) while family status had a significant effect on the personal accomplishment (0.272, P=0.004). Teachers were mostly satisfied with their working conditions, the work itself, their colleagues and mostly dissatisfied with working hours, salary issues and low prospects of professional development.
Conclusion: It is obvious that cut in salaries, decreased job security and deterioration of the working conditions had an impact on the previously established “heaven” of Public Servants in Greece. This information could be used by School Managers and the Greek Government for intiating correcting actions to reverse the trend exhibited in the present work. [4]

Personality Traits, Satisfaction with Fairness of Performance-Based Incentive (PBI) System and Research Performance of Teachers in a Public University of Pakistan

This study aimed to describe how incentives and personality types are perceived to be having impact on research performance of teachers working in the Public sector universities of Pakistan. Study tested the relationship hypothesis of the personality types as well as expectancy, instrumentality and valence of performance based incentives and their perceived impact on research performance and output. It has also discussed incentive types and their motivational impact on research output. A survey was conducted from 130 faculty members out of total 650 faculty members on the basis of probability sampling technique named as stratified- cum- judgmental sampling technique from one of the major public sector universities of Pakistan named as Punjab University. The instrument comprised measuring various dimensions of three variables personality type, performance based incentives and research performance. The findings are based on an analysis of data by not only using quantitative (SPSS software) but also qualitative research methods (content analysis and interviews). [5]


[1] Houtte, M.V., 2006. Tracking and teacher satisfaction: Role of study culture and trust. The Journal of Educational Research99(4), pp.247-256.

[2] Dinham, S. and Scott, C., 2000. Moving into the third, outer domain of teacher satisfaction. Journal of educational administration.

[3] Nir, A.E. and Bogler, R., 2008. The antecedents of teacher satisfaction with professional development programs. Teaching and teacher education24(2), pp.377-386.

[4] Panagopoulos, N., Anastasiou, S. and Goloni, V. (2014) “Professional Burnout and Job Satisfaction among Physical Education Teachers in Greece”, Journal of Scientific Research and Reports, 3(13), pp. 1710-1721. doi: 10.9734/JSRR/2014/8981.

[5] Hasan, S. and Idrees, R. (2014) “Personality Traits, Satisfaction with Fairness of Performance-Based Incentive (PBI) System and Research Performance of Teachers in a Public University of Pakistan”, Journal of Education, Society and Behavioural Science, 5(3), pp. 289-303. doi: 10.9734/BJESBS/2015/9622.

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