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Job Satisfaction Teacher Job Satisfaction (TJS) Is Defined As Teachers' Contentment With Their

Teacher job satisfaction is defined as teachers' contentment with their current employment and can be divided into internal and external factors. Improving interpersonal relationships, particularly in the classroom, has been shown to be one of the best indicators of higher job satisfaction. However, heavy workloads and a lack of work-life balance policies present challenges. Teachers in the Philippines and Singapore often work long hours, dedicating 46 or more hours per week to teaching and administrative duties, leaving little time for personal life outside of work. Addressing these workload issues could help improve teacher retention and performance.

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Airah Mae Adan
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52 views

Job Satisfaction Teacher Job Satisfaction (TJS) Is Defined As Teachers' Contentment With Their

Teacher job satisfaction is defined as teachers' contentment with their current employment and can be divided into internal and external factors. Improving interpersonal relationships, particularly in the classroom, has been shown to be one of the best indicators of higher job satisfaction. However, heavy workloads and a lack of work-life balance policies present challenges. Teachers in the Philippines and Singapore often work long hours, dedicating 46 or more hours per week to teaching and administrative duties, leaving little time for personal life outside of work. Addressing these workload issues could help improve teacher retention and performance.

Uploaded by

Airah Mae Adan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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JOB SATISFACTION

Teacher job satisfaction (TJS) is defined as teachers' contentment with their

present employment and may be further subdivided into internal and external satisfaction

(Wang, 2019).

In order to raise student academic performance, school administrators and the

government should focus more on addressing teachers' needs to raise their desire to

reach learning objectives (Ihueze et al., 2018).

Using data from the 2013 Teaching and Learning International Survey, Lopes &

Oliveira (2020) showed that student academic and educational achievement (TALIS), the

performance of teachers and schools, and teacher job satisfaction are all critically

correlated. They also found that the best indicators of work satisfaction are characteristics

of interpersonal connections. They recommended that schools focus on improving

interpersonal skills, particularly in the classroom, as this is where most people's reported

work satisfaction tends to be found.

Workload

According to Esguerra 2018 the chronically overworked state of public-school

teachers in the Philippines is well-known.

Teachers in public schools have a heavy schedule that includes both teaching and

nonteaching duties. Due to this workload, instructors' many additional duties and

obligations are taking up more and more time away from real teaching. The Department

of Education (DepED) promised to lessen teachers' workloads after two public school
teachers tragically committed suicide in 2018. However, specifics of this promise have

not been made public (Mateo 2018).

Work life balance

According to study conducted by the Strathmore Business School, many Kenyan

companies do not have policies that support their workers' well-being outside of the

workplace (Odisa et al., 2021). In a Jobstreet's Laws of Attraction poll, nearly 7,000

Singaporeans found that, in addition to salary and benefits, work-life balance is an

important consideration when selecting a position. The report also shows that the most

significant motivation in the education sector is work-life balance.

With an average workweek of 46 hours, Singaporean employees work some of the

longest hours of any industry (18 hours are dedicated to teaching, while the remaining 18

hours are used for administrative duties) (Balancing Act: Work-Life Balance Insights for

Hiring Talent in Singapore, n.d). This is significantly greater than the 39 hours a week that

educators in other countries work (Mokhtar, 2019).

Noronha & Aithal (2020) found that workers in the higher education industry had

a modest number of obstacles that interfered with their ability to maintain a work-life

balance, particularly those related to personal or individual issues.

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