An investigation into the relationship between teachers’ job performance and job satisfaction in Myanmar.

Szerzők

  • Aye Aye Myint Lay

DOI:

https://doi.org/10.3311/ope.377

Absztrakt

1.          IntroductionIn society, demanding the development of the youth, teachers’ job performance both inside and outside the classroom is essential to fulfilling this demand. Teachers can influence the learning process to some significant extent. Teachers are expected to be role models for their students and, therefore, teachers’ job performance is crucial for students’ success. Teachers will normally be satisfied with their job if teachers have a good relationship with the principal(s) of their school, are offered the highest possible salaries, and are involved in the decision-making process at their school, they will normally be satisfied with their job. Job satisfaction is an important facet of people's lives and their productivity in the workplace. Job satisfaction can lead to a sense of responsibility and involvement toward achieving comprehensive career goals and contributing to the productivity of an organization (Harter, James, Schmidt, Hayes, & Theodore, 2002, cited in Ismail, 2012).Robbins states, "job satisfaction refers to the individual's general attitude towards his or her job. He adds that "a person with a high level of job satisfaction holds positive attitudes about the job, while a person who is dissatisfied with his or her job holds negative attitudes about the job" (Robbins, 2003, cited in Younes, 2012). A principal’s leadership style might affect teachers’ job satisfaction. Teachers’ job satisfaction could improve their performance in the classroom (Nadarasa & Thuraisingam, 2014). Teacher job satisfaction is a "...vital area of study since several studies have found that work satisfaction influences general life satisfaction. General life is an important influence on the daily psychological health of a teacher." This, in turn, has an impact on teachers’ job performance (Andrew and Whitney, 1974, cited in Wangai, 2012).Teacher job satisfaction is a source of motivation that sustains effort in performing tasks required of good teachers (Watson et al., 1991, cited in Wangai, 2012). Effort results in higher performance when employees clearly understand and are comfortable with their roles (Kreitner, 1986, cited in Gathungu & Wachira, 2013). If a teacher is incompetent, dissatisfied with his jobs, and not guided by proper values, the entire edifice of the education system will be shaky (Raza, 2010). Due to better performance shown by satisfied workers, it is the top priority of all organizations to achieve the desired goals by increasing their satisfaction (Chambers, 1999, cited in Iqbal & Akhtar, 2008). In this point of view, examining the relationship between teachers’ job performance and satisfaction is crucially important for promoting a better job performance in the future.

Információk a szerzőről

Aye Aye Myint Lay

Aye Aye Myint Lay is a PhD student (specializing in Teacher Education and Higher Education Studies) at  Doctoral School of Education, Faculty of Education and Psychology, Eotvos Lorand University, Budapest. She is also an assistant lecturer at Department of Educational Theory, Sagaing University of Education, Myanmar. She got her master degree majoring in Educational Administration and Supervision (EAS) in Myanmar. As a researcher, she is involved in MoTeL (Models of Teacher Learning) project in Hungary and Myanmar Teacher Competency Standards Framework. She participated in the Forums and Workshops through the  GiLE (Global Institute for Lifelong Empowerment).  Her professional field is Educational Management, Educational Leadership, Pedagogy, Higher Education Studies, Human Resource Management.

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Megjelent

2020-05-13

Folyóirat szám

Rovat

Ma-Ho Conference 2019