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Are our teachers satisfied with their jobs?

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The success or failure of any educational institute programs is highly dependent on teachers. The teachers or instructors are the main bodies who implement the curriculum effectively and constructively. Needless to say, unless the teachers are sufficiently inspired, they will not be able to perform this task. As a result, educational psychologists have extensively researched the phenomenon of teacher satisfaction and dissatisfaction, as well as the factors that contribute to it. the Maslow’s hierarchy of human needs.
The basic need of a human beings is physiological which in the school context means the salary. Deprivation from a good salary package leaves the teachers demotivated to work. After the physiological needs come security and safety. In school context it would imply how secure he or she is in the career. satisfaction depends on internal and external factors. A teaching career can be related to intrinsic factors such as feelings, emotions, experiences and extrinsic factors such as working conditions, recognition, opportunities. Satisfaction is achieved when needs and expectations are fulfilled.
Aside from low pay, poor working conditions, a heavy workload, among other factors, psychosocial factors must be considered. Teachers’ own mental health, their experiences with their environment, their self-perception, their perception of themselves as a group and their place in society, trust, ability to deal with their own personal issues, the feeling of being motivated, level of motivation, and so on are all psychosocial factors. Needless to say, teachers will not be able to do their jobs unless they are happy and physically and socially healthy and safe.
Teaching is a difficult career that presents a variety of obstacles. The majority of teachers suffer from mental health problems as a result of the stress and pressure they face. teachers get frustrated because they are dissatisfied with their work lives.
As a result, their research gives us a starting point for addressing problems like workplace insecurity and meeting the needs of teachers. Since teachers’ actions on the educational forum have a greater effect on students’ learning, bringing effective interventions into the institute would have a direct positive impact on students’ holistic growth.
There may be shifts in feelings and behaviors during the teaching experience that conflict with job performance; there may be variables associated with frustration and happiness that profoundly represent and are invested in the individual’s professional development. Employees who are happier with their jobs will be more dedicated to their jobs and will bring in more effort. Employees who are dissatisfied, on the other hand, do not produce more and are always considering changing jobs or workplaces.
Teachers’ contributions over the course of their careers as they strive to analyze and manage their work-life balance. We looked at teachers’ work lives, life stages, and the ability of influences on them, as well as their own identities. Teachers create their work experiences based on their own personal experiences as well as what they learn and build from their social surroundings. The value of their own self-efficacy attribute quality has a big impact on teachers’ growth. Growth by nature, the development process, and dynamic personality attributes are the fundamental features of resilience quality in a teacher.
Teachers require fortitude in tough and setback situations to maintain their self-efficacy beliefs, which will enhance their abilities, confidence to regulate their behavior, motivation, and social environment in the future, resulting in a stronger teacher’s resilience. For the advancement of teachers and this profession, there is a need for a greater awareness of the issue, as well as conditions that may aid and prevent instructors from becoming dissatisfied with their teaching dedication and effectiveness.
One of the key influencing factors is that heads and school: management and staff-teacherrelationship must have a positive quality, equality and rights provided to the teachers, two-way communication, supportive relationships, continued retention along with motivation. Socio-economic challenged surroundings may harm the health and wellbeing of the teacher so the institute must recover the area to benefit the teacher to have a better and greater experience.
The gap and differences must be covered between the school and their teachers that become significant reasons among the common dispute and disagreement. Teachers’ effectiveness can never be judged negatively from their work experience or is age or experience. Important part to remember is that a teacher’s effectiveness influences a lot on their professional life and phases. So, the school heads and school management need to understand the circumstances and provide constant moderating to its staff/teachers during that rough duration.
Teachers must be guarded from negative experiences, phases and schools’ socio-economic factors. As these can majorly contribute positive or negative towards the teachers’ capability in managing things at school, work-life balance and their own identity. These factors may destabilize and threaten the effectiveness, capacity and commitment of the teacher. The most crucial factor that plays role in enhancement of teacher’s satisfaction is management of leadership of the institute and the way they assess the needs of the teachers.
Encouragement from the parent’s side because teachers’ level of performance is mainly dependent on the amount of appraisal and appreciation they get from the management and parents’ feedback.