The Importance of School Working Conditions for Teachers’ Job Satisfaction
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Keywords:
Teachers’ job satisfaction; school working condition; students’ discipline.
Abstract
Teachers are responsible for students’ academic success and education. Therefore, their satisfaction at work needs to be observed. This study aimed to examine teachers’ job satisfaction in connection with their work intensification. It also aimed to determine the elements of the work that affected teachers’ job satisfaction, as well as how those elements were related to the qualities of the teachers. This study was undertaken involving 30 English teachers from several schools. Those schools consisted of SMAK St. Mikael Solo, SMPN Temanggung, SMAN 1 Ende, Flores and SMK Mucthyca, Ende, Flores. In conducting this study, the researchers distributed a questionnaire and interviewed the participants. Seven participants were participated in the interview section. The teachers’ job satisfaction was determined by students’ factors and school regulation. The result of the study showed that secondary school teachers were generally satisfied with their job, and rarely affected by other things such as students’ discipline and school leadership. To conclude, a school with highly satisfied teachers will provide qualified instruction and raise successful students. This study offers suggestions for schools and future researchers.
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References
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Belias, D., Koustelios, A., Sdrolias, L., & Aspridis, G. (2015). Job satisfaction, role conflict and autonomy of employees in the Greek banking organization. Procedia-Social and Behavioral Sciences, 175, 324–333.
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Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.
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Daryanto, E. (2014). Individual characteristics, job characteristics, and career development: a study on vocational school teachers’ satisfaction in Indonesia. American Journal of Educational Research, 2(8), 698–702.
De Nobile, J. J., & McCormick, J. (2008). Organizational communication and job satisfaction in Australian Catholic primary schools. Educational Management Administration & Leadership, 36(1), 101–122.
Evans, L. (1997). Addressing problems of conceptualization and construct validity in researching teachers’ job satisfaction. Educational Research, 39(3), 319–331.
Fitrisna US, F. U. S., & Agus Ramdani, A. R. (2018). the influence an individual performance, compensation non financial, and motivation on work satisfaction state vocational high school teachers in west lombok regency of indonesia. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(11).
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Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129.
Kraft, M. A., Papay, J. P., Charner-Laird, M., Johnson, S. M., Ng, M., & Reinhorn, S. K. (2012). Committed to their students but in need of support: How school context influences teacher turnover in high-poverty, urban schools. Unpublished Manuscript.
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Malinen, O.-P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144–152.
Perry, H. M., Mohangi, K., Ferreira, R., & Moletsane, M. (2012). Teachers’ understanding and implementation of the National Curriculum for Physical development in the reception year. South African Journal for Research in Sport, Physical Education and Recreation, 34(1), 123–136.
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Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36.
Sibieta, L. (2018). The teacher labour market in England: Shortages, subject expertise and incentives.
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Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy: Relations and consequences. In Educator Stress (pp. 101–125). Springer.
Supriadi, D. (1999). Mengangkat citra dan martabat guru. Adicita Karya Nusa.
Suriansyah, A. (2018). Teacher’s Job Satisfaction On Elementary School: Relation To Learning Environment. The Open Psychology Journal, 11(1).
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Learning Policy Institute.
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Weiner, B. (2006). Social motivation, justice, and the moral emotions: An attributional approach. Psychology Press.
Werang, B. R., Agung, A. A. G., & Agung, G. (2017). Teachers’ job satisfaction, organizational commitment, and performance in Indonesia: A study from Merauke District, Papua. International Journal of Development and Sustainability, 6(8), 700–711.
Werang, B. R., & Lena, L. (2014). Principals’ managerial skills, school organizational climate, and teachers’ work morale at state senior high schools in Merauke regency-Papua-Indonesia. International Journal of Science and Research, 3(6), 691–695.
Wolomasi, A. K., Asaloei, S. I., & Werang, B. R. (2019). Job Satisfaction and Performance of Elementary School Teachers. International Journal of Evaluation and Research in Education, 8(4), 575–580.
Yunarti, B. S., Wullur, M. M., & Werang, B. R. (2020). Job satisfaction and organizational commitment among Catholic primary school teachers of Merauke. Journal of Education and Learning (EduLearn), 14(4), 575–581.
Zahara, S., & Wijaya, C. (2019). The Relationship of Self-Concept and Work Satisfaction with Teachers’ Performance of Islamic Elementary School in Tebing Tinggi, Indonesia. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 123–136.
Zembylas, M., & Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration.
Allen, I. E., & Seaman, J. (2005). Growing by degrees: Online education in the United States, 2005. Sloan Consortium (NJ1).
Amin, M. (2015). Relationship between job satisfaction, working conditions, motivation of teachers to teach and job performance of teachers in MTs, serang, banten. J. Mgmt. & Sustainability, 5, 141.
Arifin, H. M. (2015). The Influence of Competence, Motivation, and Organisational Culture to High School Teacher Job Satisfaction and Performance. International Education Studies, 8(1), 38–45.
Ary, D., Jacobs, L. C., & Sorensen, C. (n.d.). Razavieh. 2010. Introduction to Research in Education.
Bascia, N., & Rottmann, C. (2011). What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform. Journal of Education Policy, 26(6), 787–802.
Belias, D., Koustelios, A., Sdrolias, L., & Aspridis, G. (2015). Job satisfaction, role conflict and autonomy of employees in the Greek banking organization. Procedia-Social and Behavioral Sciences, 175, 324–333.
Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367–409.
Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.
Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29–46.
Daryanto, E. (2014). Individual characteristics, job characteristics, and career development: a study on vocational school teachers’ satisfaction in Indonesia. American Journal of Educational Research, 2(8), 698–702.
De Nobile, J. J., & McCormick, J. (2008). Organizational communication and job satisfaction in Australian Catholic primary schools. Educational Management Administration & Leadership, 36(1), 101–122.
Evans, L. (1997). Addressing problems of conceptualization and construct validity in researching teachers’ job satisfaction. Educational Research, 39(3), 319–331.
Fitrisna US, F. U. S., & Agus Ramdani, A. R. (2018). the influence an individual performance, compensation non financial, and motivation on work satisfaction state vocational high school teachers in west lombok regency of indonesia. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(11).
Hamzah, F., Awaluddin, M., Siraj, M. L., & Dos Santos, H. A. (2020). The Effect of Individual Characteristics on the Performance of Primary School Teachers in Bone District, Bone Regency of South Sulawesi, Indonesia. GNOSI: An Interdisciplinary Journal of Human Theory and Praxis, 3(3), 49–66.
Heller, H. W., Clay, R., & Perkins, C. (1993). The relationship between teacher job satisfaction and principal leadership style. Journal of School Leadership, 3(1), 74–86.
Ingersol, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.
Ingersoll, R. (2017). Misdiagnosing America’s teacher quality problem. International Handbook of Teacher Quality and Policy, 79–96.
Ingersoll, Richard, Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition?
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129.
Kraft, M. A., Papay, J. P., Charner-Laird, M., Johnson, S. M., Ng, M., & Reinhorn, S. K. (2012). Committed to their students but in need of support: How school context influences teacher turnover in high-poverty, urban schools. Unpublished Manuscript.
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1–19.
Malinen, O.-P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144–152.
Perry, H. M., Mohangi, K., Ferreira, R., & Moletsane, M. (2012). Teachers’ understanding and implementation of the National Curriculum for Physical development in the reception year. South African Journal for Research in Sport, Physical Education and Recreation, 34(1), 123–136.
Priyastama, R. (2017). Buku Sakti Kuasai SPSS, Pengolahan Data & Analisis Data.
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36.
Sibieta, L. (2018). The teacher labour market in England: Shortages, subject expertise and incentives.
Siburian, T. A. (2013). The effect of interpersonal communication, organizational culture, job satisfaction, and achievement motivation to organizational commitment of state high school teacher in the district Humbang Hasundutan, North Sumatera, Indonesia. International Journal of Humanities and Social Science, 3(12).
Sims, S., & Fletcher-Wood, H. (2018). Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out. Working Pape R.
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy: Relations and consequences. In Educator Stress (pp. 101–125). Springer.
Supriadi, D. (1999). Mengangkat citra dan martabat guru. Adicita Karya Nusa.
Suriansyah, A. (2018). Teacher’s Job Satisfaction On Elementary School: Relation To Learning Environment. The Open Psychology Journal, 11(1).
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Learning Policy Institute.
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97. https://doi.org/10.1080/00131911.2019.1705247
Weiner, B. (2006). Social motivation, justice, and the moral emotions: An attributional approach. Psychology Press.
Werang, B. R., Agung, A. A. G., & Agung, G. (2017). Teachers’ job satisfaction, organizational commitment, and performance in Indonesia: A study from Merauke District, Papua. International Journal of Development and Sustainability, 6(8), 700–711.
Werang, B. R., & Lena, L. (2014). Principals’ managerial skills, school organizational climate, and teachers’ work morale at state senior high schools in Merauke regency-Papua-Indonesia. International Journal of Science and Research, 3(6), 691–695.
Wolomasi, A. K., Asaloei, S. I., & Werang, B. R. (2019). Job Satisfaction and Performance of Elementary School Teachers. International Journal of Evaluation and Research in Education, 8(4), 575–580.
Yunarti, B. S., Wullur, M. M., & Werang, B. R. (2020). Job satisfaction and organizational commitment among Catholic primary school teachers of Merauke. Journal of Education and Learning (EduLearn), 14(4), 575–581.
Zahara, S., & Wijaya, C. (2019). The Relationship of Self-Concept and Work Satisfaction with Teachers’ Performance of Islamic Elementary School in Tebing Tinggi, Indonesia. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 123–136.
Zembylas, M., & Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus. Journal of Educational Administration.
Published
2022-09-21
How to Cite
Wea, T. N., & Mbato, C. L. (2022). The Importance of School Working Conditions for Teachers’ Job Satisfaction. IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics, 7(1), 43-57. https://doi.org/10.30957/ijoltl.v7i1.696
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