SCHOOL CLIMATE INFLUENCING JOB SATISFACTION OF TEACHERS IN PRIVATE PRIMARY SCHOOLS IN CHANMYATHAZI TOWNSHIP, MANDALAY, MYANMAR
Keywords:
School Climate, Condition of Facilities, Academic Climate, Colleague Support, Principal Leadership, Teachers’ Job Satisfaction, Private Primary SchoolsAbstract
Abstract: This study aims to identify the influence of the school climate on teachers’ job satisfaction in private primary schools in Chanmyathazi township, Mandalay, Myanmar. The research objectives were to determine the school climate (condition of facilities, academic climate, colleague support and principal leadership), to examine the teachers’ job satisfaction and to identify the influence of the school climate on teachers’ job satisfaction. The research employs a quantitative research approach to achieve its objectives. To collect data for the study, the purposive sampling was applied and 45 participants who were both full-time and part-time teachers from the selected schools in the research. All of the participants provided responses, resulting in a 100% response rate. The research instruments were taken from the previous researches. The Multiple Linear Regression was applied for data analysis. The result revealed that there was an influence between school climate and teachers’ job satisfaction with the p value of <.001 and R-squared was .567 or 56.7%. The academic climate was the most influential component towards teachers’ job satisfaction with the Beta value of .704 or 70.4% at p<.001. The study would recommend the private primary schools to analyze upon the perspectives that enhance school climate to ensure teachers’ job satisfaction.
References
Aung, N. W. (2021). The Influence of Work Motivation Factors on Teachers’ Job Satisfaction and Performance in Private High Schools, Myanmar. Journal of Management Science Chiangrai Rajabhat University, 16(2), 86-105.
Awar, S. T. P. (2020). A study on the relationship between teachers' perceptions towards human resource management and school climate at Myint-Mo Education Foundation (MEF) in Myanmar. Scholar Human Sciences, 12(1), 219-231.
Basak, R., & Ghosh, A. (2011). School environment and locus of control in relation to job satisfaction school teachers–A study from Indian perspective. Procedia-Social and Behavioral Sciences, 29, 1199-1208.
Bilal, H. (2012). Job satisfaction of university teachers: Impact of working conditions and compensation. Review of Integrative Business and Economics, 1(1), 101-120.
Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional children, 75(1), 7-31.
Bozeman, T. D., Scogin, S., & Stuessy, C. L. (2013). Job Satisfaction of High School Science Teachers: Prevalence and Association with Teacher Retention. Electronic Journal of Science Education, 17(4), n4.
Bradshaw, C. P., Waasdorp, T. E., & O’Brennan, L. M. (2010). Whole-school approaches to bullying prevention: Engaging teachers and education support professionals in the prevention process. Prevention and intervention of workplace bullying in schools, 4-7.
Brown, K. E., & Medway, F. J. (2007). School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study. Teaching and Teacher Education, 23, 529-540.
Cunningham, W. G. (1983). Teacher burnout-solution for the 1980’s: A review of the literature. Urban Review, 15, 37-51.
Dagli, A., & Gençdal, G. (2019). The Relationship between Physical Conditions of School Buildings and Organizational Commitment According to Teachers' Perceptions. World Journal of Education, 9(2), 166-180.
Demirtas, Z. (2010). Teachers’ job satisfaction levels. Procedia-Social and Behavioral Sciences, 9, 1069-1073.
Dunham, J. (1984). Stress in teaching. Croom Helm
Earthman, G. I. (2002). School facility conditions and student academic achievement. UCLA/IDEA.
Etzion, D. (1984). Moderating effect of social support on the stress–burnout relationship. Journal of applied psychology, 69(4), 615.
Ho, C. L., & Au, W. T. (2006). Teaching Satisfaction Scale: Measuring Job Satisfaction of Teachers. Educational and Psychological Measurement, 66, 172-185.
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic optimism of schools: A force for student achievement. American educational research journal, 43(3), 425-446.
Hui, H., Salarzadeh, J. H., Noor, I., & Che, J. (2013). Principal's Leadership Style and Teacher Job Satisfaction: A Case Study in China. Interdisciplinary Journal of Contemporary Research in Business, 5(4), 175.
Ibrahim, N. M., Osman, M. M., Bachok, S., & Mohamed, M. Z. (2016). Assessment on the Condition of School Facilities: Case study of the selected public schools in Gombak district. Procedia-Social and Behavioral Sciences, 222, 228-234.
Kauhanen, M., & Nätti, J. (2015). Involuntary temporary and part-time work, job quality, and well-being at work. Social Indicators Research, 120(3), 783-799.
Kayastha, D. P., & Kayastha, R. (2012). A study of occupational stress on job satisfaction among teachers with particular reference to corporate, higher secondary school of Nepal: Empirical study. Asian journal of management sciences and education, 1(2), 52-62.
Khun-inkeeree, H., Yaakob, M. F. M., WanHanafi, W., Yusof, M. R., & Omar-Fauzee, M. S. (2021). Working on Primary School Teachers' Preconceptions of Organizational Climate and Job Satisfaction. International Journal of Instruction, 14(3), 567-582.
Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486.
Kyriacou, C., & Sutcliffe, J. (1977). Teacher stress: A review. Educational Review, 29(4), 299–306.
Lay, A. A. M. (2020). An investigation into the relationship between teachers’ job performance and job satisfaction in Myanmar. Opuset Educatio, 7(2), 155-163.
Linn, N. H., & Vinitwatanakhun, W. (2018). The Relationship Between Teachers Perception towards Principal’s Leadership Style And Their Job Satisfaction At No. 1 Basic Education Middle School In Yangon, Myanmar. Scholar: Human Sciences, 10(1), 227-227.
Lwin, P. K. K., & Ye, Y. (2021). A study of the relationship between teachers’ perceptions towards school climate and the professional learning community at a private school, Myanmar. Scholar: Human Sciences, 13(1), 321-334.
Marshall, I. A. (2015). Principal leadership style and teacher commitment among a sample of secondary school teachers in Barbados. Journal of Arts and Humanities, 4(5), 43-58.
McKoy, D., Vincent, J. M., & Makarewicz, C. (2008). Integrating infrastructure planning: The role of schools. Access Magazine, 1(33), 18-26.
National School Climate Council. (2007). The School climate challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. https://www.schoolclimate.org/climate/documents/policy/school-climate-challenge-web.pdf
Noori, A. Q. (2023). Job satisfaction variance among public and private school teachers: A case study. Cogent Education, 10(1), 2189425.
Ostroff, C. (1992). The relationship between satisfaction, attitudes, and performance: An organizational level of analysis. Journal of Applied Psychology, 77, 963-974.
Otrebski, W. (2022). The Correlation between Organizational (School) Climate and Teacher Job Satisfaction—The Type of Educational Institution Moderating Role. International Journal of Environmental Research and Public Health, 19(11), 6520. https://doi.org/10.3390/ijerph19116520
Pimentel, J. L. (2010). A note on the usage of Likert Scaling for research data analysis. USM R&D Journal, 18(2), 109-112.
Rapti, D. (2013). School climate as an important component in school effectiveness. Academicus International Scientific Journal, 4(8), 110-125.
Ross, S. (2019). An examination of the relationship between school climate and job satisfaction in preschool teachers in Davidson County [Doctoral Dissertation]. Trevecca Nazarene University.
Sahito, Z., & Vaisanen, P. (2019). Teachers’ job satisfaction in developing countries: a literature review. Euro-JCS, 5(1), 1-10.
Sharma, R. D., & Jyoti, J. (2006). Job satisfaction among schoolteachers. IIMB Management Review, 18(4), 349-363.
Singh, K., & Billingsley, B. S. (1998). Professional support and its effects on teachers' commitment. The journal of educational research, 91(4), 229-239.
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.
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.
Sonmezer, M. G., & Eryaman, M. Y. (2008). A comparative analysis of job satisfaction levels of public and private school teachers. Journal of theory and practice in education, 4(2), 189-212.
Sweetland, S. R., & Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36(5), 703-729.
Thu, S. S. (2022). The Influence Between Principal’s Transformational Leadership And High School Teacher’s Job Satisfaction In Sittwe, Northern Part Of Rakhine State, Myanmar. 15th International Conference of Doctoral Studies in the Field of Education of Natural Sciences, 73-82.
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of schoolworking conditions and teacher characteristics. Educational review, 73(1), 71-97.
Treputtharat, S., & Tayiam, S. (2014). School climate affecting job satisfaction of teachers in primary education, Khon Kaen, Thailand. Procedia-Social and Behavioral Sciences, 116, 996-1000.
Wolgast, A., & Fischer, N. (2017). You are not alone: Colleague support and goal-oriented cooperation as resources to reduce teachers’ stress. Social Psychology of Education, 20, 97-114.
You, S., Kim, A. Y., & Lim, S. A. (2017). Job satisfaction among secondary teachers in Korea: Effects of teachers’ sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284-297.
