Teacher's Mental Engagement, Teacher's Happiness, and Organizational Climate: Using Two-Level Teacher-School Modeling

Document Type : علمی - پژوهشی

Authors

University of Tehran

Abstract

Aim: Job motivation increases the teacher's ability to improve the performance of students in an organization in the form of a school. The purpose of this study was to determine the relationship between happiness and organizational climate with teachers' job motivation.
Method: The present study is a descriptive-correlational one. The research sample consisted of 200 teachers (146 female teachers and 54 male teachers) who were selected by cluster sampling method, and then teachers responded to the teachers' motivation and teacher's happiness scales. The sample size is at the second level or at the school level of 20, so that teachers' responses are integrated into the organizational climate scale for each school and school-level variables. To analyze the data, an unconditional HLM analysis (ANOVA model with random effects) was implemented.
Results: The results showed that the teacher's job motivation was significant among different schools, and 62% of teacher's motivation changes were due to differences between schools and 38% for teachers level factors. This means that the school environment and the organizational climate of different schools affect the motivation of teachers.
Conclusion: If the factors leading to a favorable organizational climate and the happiness of teachers are provided at school, the teachers' motivation can be improved and their performance improved in the learning process-learning process.

Keywords

References

  1. علی پور، احمد. نوربالا، احمد علی (1378). بررسی مقدماتی پایایی و روایی پرسشنامه شادکامی آکسفورد. اندیشه و رفتار. 55، 65-18.
  2. نقش، زهرا (1396). تحلیل چند سطحی راهکاری برای خطاهای حاصل از تجمیع داده ها: استفاده از داده های سطح دانش آموز و معلم تیمز 2011. فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی، 7، 18، 146-127.
  3. Adebayo, A, S., & Gombakomba, T. (2013). Dimensions of teachers’ job satisfaction in primary schools in Gweru District, Zimbabwe: a factor analysis. European Scientific Journal, 9(25), 309-317.
  4. Ahmed I, Nawaz M and Iqbal N (2010), Effects of motivational factors on employees job satisfaction a case study of University of the Punjab, Pakistan, International Journal of Business and Management 5(3): 70-80.
  5. Allen, R., Burgess, S. and Mayo, J., 2012. The teacher labor market, teacher turnover, and disadvantaged schools: new evidence for England. Working Paper No. 12/294.
  6. Amos A (2013), Refocusing adult literacy, non-formal education and long life learning education for multiliteracies in Africa, Journal of Education and Practice, 4(10):1-6
  7. Appiah-Agyekum N, Suapim R, Peprah S (2013) Determinants of job satisfaction among Ghanaian teachers, Journal of Education and Practice 4(3): 43-50
  8. Atteberry, A., Loeb, S., and Wyckoff, J., 2016. Teacher Churning Reassignment Rates and Implications for Student Achievement. Educational Evaluation and Policy Analysis, 20(10): 1-28.
  9. Bahahudeen S (2014), Analysis of teacher motivation on the overall performance of the public basic school in the Wa Municipality, Journal of Education and Practice,5(30):131-114.
  10. Barnett E (2013) An analysis of community involvement in primary schools in Malawi, International Journal of Educational Development 33:497-509.
  11. Bogler, R., & Nir, A. E. (2015). The contribution of perceived fit between job demands and abilities to teachers’ commitment and job satisfaction. Educational Management Administration & Leadership, 43(4), 541-560.
  12. Chinomona R (2014), Organisational Support and its influence on teacher job satisfaction and job performance in Limpopo Province of South Africa, Mediterranean Journal of Social Science, 5(9):208-214.
  13. Christopher N, Munyua J and Okendo E (2014) Examining challenges encountered in promoting teacher job satisfaction in secondary schools in Kyenjojo District Western Uganda, Journal of Education and Practice 5(27):118-121.
  14. Chinomona, R., & Sandada, M. (2014). Organisational support and its influence on teachers job satisfaction and job performance in Limpopo province of South Africa. Mediterranean Journal of Social Sciences, 5(9), 208.
  15. Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of educational psychology, 104(4), 1189.
  16. Desa, D., 2016. Understanding non-linear modeling of measurement invariance in heterogeneous populations. Advances in Data Analysis and Classification. 5(13):1-25.
  17. Desa, D., Gonzalez, E. and Mirazchiyski, P., 2014. Construction of Scales and Indices. In: Belanger, J., Normandeau, S. and Larrakoetxea, E. ed. TALIS 2013 Technical Report. OECD. 6(1):145-295.
  18. Forgha N and Mbella M (2013), Public expenditure and private invesment5 in Cameroon a vector autoregressive approach, Journal of Emerging Issues in Economics Finance and Banking 3(4): 818-832.
  19. Hackman, J.R. and Oldham, G.R. 1976. Motivation Through the Design of Work:Test of Theory. Organizational Behaviour and Human Performance.
  20. Hettiarachchi, S. (2013). ESL teacher motivation in Sri Lankan public schools. Journal of Language Teaching and Research, 4(1): 1-11.
  21. Kamal, Y., & Hanif, F. (2009). Pay and job satisfaction: A comparative analysis of different Pakistani commercial banks. 6(5):125-245.
  22. MetLife. (2012). The MetLife survey of the American teacher: Challenges for school. New York: MetLife.
  23. Njiru, L. M. (2014). Job satisfaction and motivation among teachers of Kiharu District in Kenya. Mediterranean journal of social sciences, 5(5): 135.
  24. Nyakundi, T. K. (2012). Factors affecting teacher motivation in public secondary schools in Thika West District, Kiambu County. Unpublished Master Degree Project submitted to School of Education Kenyatta University.
  25. Ofuani, F. N. (2010). An analysis of factors affecting job satisfaction of women in paid employment in Benin City. Edo Journal of Counselling, 3(1): 123-131.
  26. Pongoh S (2014), The effect of principal leadership and achievement motivation on teacher competence of public school teacher in Manado, Journal of Education and Practice, 5(1):139-145.
  27. Price, H. E. (2012). Principal–teacher interactions: How affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, 48(1), 39-85.
  28. Quan-Baffour K and Arko-Achemfour A (2014), The Effects of a Lack of Career Pathing on Job Satisfaction Among South African Teachers, Africa Education Review, 11(1):1-16.
  29. Rusu, G., & Avasilcai, S. (2013). Human Resource Motivation: An Organizational Performance Perspectives. Fascicle of Management and Technological Engineering, 331-334.
  30. Saka, K. A., & Salman, A. A. (2014). An Assessment of the Levels of Job Motivation and Satisfaction as Predictors of Job Performance of Library Personnel in Nigerian Secondary Schools. Journal of Balkan Libraries Union. 5(2): 26-33.
  31. Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6): 1029-1038.
  32. Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and teacher education, 25(3): 518-524.
  33. Snijders, T., & Bosker, R. (1999). Multilevel analysis: An introduction to basic and applied multilevel analysis. London: Sage.
  34. Sellen, P., )2016(. Teacher workload and professional development in England’s secondary schools: insights from TALIS. Education Policy Institute.
  35. Shah, M. J., Akhtar, G., Zafar, H., & Riaz, A. (2012). Job satisfaction and motivation of teachers of public educational institutions. International Journal of Business and Social Science, 3(8): 34-42.
  36. Tao, R. M. (2011). Perceived Organizational Support, Job Satisfaction, Task Performance and Organizational Citizenship Behavior in China. Institute of Behavioral and Applied Management. 3(5): 105-127.
  37. Tickle, B. R., Chang, M., & Kim, S. (2011). Administrative support and its mediating effect on US public school teachers. Teaching and Teacher Education, 27(2): 342-349.
  38. Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational administration quarterly, 47(3): 496-536.
  39. You, S. and Conley, S., 2015. Workplace predictors of secondary school teachers’ intention to leave: An exploration of career stages. Educational Management Administration & Leadership, 43(4):

Files

Share

How to cite

Statistics