Relationship between Teachers’ Job Satisfaction and Students’ Academic Performance

Abstract

Problem Statement: An extensive literature on Job satisfaction has shown, teachers who are satisfied with their jobs perform better. Along with various indicators of teachers’ job satisfaction, variables such as organizational justice (Nojani, Arjmandnia, Afrooz, & Rajabi, 2012), organizational culture (Hosseinkhanzadeh, Hosseinkhanzadeh, & Yeganeh, 2013), and administrators’ decision-making styles (Olcum & Titrek, 2015) also relate to their job satisfaction.

Purpose of the Study: We aimed to investigate the relationship between teachers’ job satisfaction and student’s academic performance in secondary schools.

Method: Our sample consisted of 322 secondary-school teachers in Faisalabad, Pakistan, who completed the Job Satisfaction Scale for Teachers that we developed to gather data about teachers’ job satisfaction.  Meanwhile, we gauged students’ performance according to the results of students declared by the Board of Intermediate and Secondary Education [BISE] Faisalabad in 9th and 10th grades. We calculated means and standard deviations for descriptive purposes and applied Pearson’s r to explore the relationship between 9th- and 10th-grade students’ achievement scores and teachers’ job satisfaction.

Results and Findings: Results revealed a strong, positive, and significant correlation between the tests. However, students’ performance showed no significant correlation with teachers’ job satisfaction. Nevertheless, all aspects of job satisfaction demonstrated significant positive correlations with the others, except for pay and supervision. Moreover, teachers’ professional experience exhibited a significant correlation with 9th-grade students’ performance.

Conclusions and Recommendation:  Work had positive and moderate correlation with promotion, colleagues, working conditions, and supervision. Colleagues had also positive and moderate correlation with working conditions and supervision. Researchers should develop criteria for the selection and recruitment of teachers, and schools should host refresher courses in order to retain teachers.

Keywords

• ob satisfaction,performance,achievement score.

References

1. Ayral, M., Ozdemir, N., Findik, L. Y., Ozarslan, H., & Unlu, A. (2014). The relationship between the students’ achievement of Turkish language class and the central exam score. Procedia - Social and Behavioral Sciences, 143, 721 – 725.
2. Brown, S. P., & Peterson, R. A. (1994). The effect of effort on sales performance and job satisfaction. Journal of Marketing, 58, 70–80.
3. Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66, 103–115.
4. Chen, J., & Silverthorne, C. (2008). The impact of locus of control on job stress, job performance and job satisfaction in Taiwan. Leadership & Organization Development Journal, 29, 572-582.
5. Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student–teacher relationships. Sociology of Education, 77, 60−81.
6. Farooqui, M. S., & Nagendra, A. (2014). The impact of person organization fit on job satisfaction and performance of the employees. Procedia Economics and Finance, 11, 122–129.
7. Freiberger, V., Steinmayr, R., & Spinath, B. (2012). Competence beliefs and perceived ability evaluations: How do they contribute to intrinsic motivation and achievement? Learning and Individual Differences, 22(4), 518–522.
8. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in childrens’ academic engagement and performance. Journal of Educational Psychology, 95, 148 −162.

9. Gatab, T. A., Shayan, N., & Pirhayati, S. (2012). Efficacy of extracurricular classes on male and female high school students' achievement in Babol. Procedia - Social and Behavioral Sciences, 46, 2571–2574.
10. Gutierrez, A., P., Candela, L. L., & Carver, L. (2012). The structural relationships between organizational commitment, global job satisfaction, developmental experiences, work values, organizational support, and person-organization fit among nursing faculty. Journal of Advanced Nursing, 68(7), 601–1614.
11. Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children school outcomes through eighth grade. Child Development, 72, 625 −638.
12. Hayati, K., & Caniago, I. (2012). Islamic work ethic: The role of intrinsic motivation, job satisfaction, organizational commitment and job performance. Procedia - Social and Behavioral Sciences, 65, 272 – 277.
13. Hosseinkhanzadeh, A. A., Hosseinkhanzadeh, A., & Yeganeh, T. (2013). Investigate relationship between job satisfaction and organizational culture among teachers. Procedia - Social and Behavioral Sciences, 84, 832 – 836.
14. Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher–student relationships on aggressive children's development: A prospective study. Journal of Clinical Child Psychology, 28, 173 −184.
15. Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further evidence for the developmental significance of teacher–student relationships: Peers' perceptions of support and conflict in teacher–student relationships. Journal of School Psychology, 39, 289 −301.
16. Hughes, J. N., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance: A prospective analysis. Journal of School Psychology, 43, 465 −480.
17. Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher–student support, effortful engagement, and achievement: A three year longitudinal study. Journal of Educational Psychology, 100, 1 −14.
18. Iaffaldano, M.T., & Muchinsky, P.M. (1985). Job satisfaction and job performance: A meta-analysis. Psychology Bulletin, 97, 251–73. Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction–job performance relationship: A qualitative and quantitative review. Psychology Bulletin, 127, 376–407.
19. Keaveney, S. M., & Nelson, J. E. (1993). Coping with organizational role stress: Intrinsic motivational orientation, perceived role benefits, and pshycological withdrawal. Journal of the Academy of Marketing Sciences, 21, 113-124.
20. Kellaghan, T., Greaney, V., & Murray, T. S. (2009). Using the results of a national assessment of educational achievement, 5. Report No: ISBN 978-0-8213-7966-0. The World Bank: Washington, DC.
21. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Childrens’ social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373 −1400.
22. Lee, O. F., Tan, J. A., & Javalgi, R. (2010). Goal orientation and organizational commitment: Individual difference predictors of job performance. International Journal of Organizational Analysis, 18, 129 – 150.
23. Marsh, H. W., & Koller, O. (2004). Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and West German school systems after the fall of the Berlin Wall. Contemporary Educational Psychology, 29(3), 264–282.
24. Marsh, H. W., & O’Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542–552.
25. Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child Development, 74, 1145 −1157.
26. Nojani, M. I., Arjmandnia, A. A., Afrooz, G. A., & Rajabi, M. (2012). The study on relationship between organizational justice and job satisfaction in teachers working in general, special and gifted education systems. Procedia - Social and Behavioral Sciences, 46, 2900 – 2905.
27. O'Connor, R., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 340 −369.
28. Olcum, D., & Titrek, O. (2015). The effect of school administrators’ decision-making styles on teacher job satisfaction. Procedia - Social and Behavioral Sciences, 197, 1936 – 1946.
29. Platis, C., Reklitis, P., & Zimeras, S. (2015). Relation between job satisfaction and job performance in healthcare services. Procedia - Social and Behavioral Sciences, 175, 480 – 487.
30. Rahmani, P. (2011). The relationship between self-esteem, achievement goals and academic achievement among the primary school students. Procedia - Social and Behavioral Sciences, 29, 803 – 808.
31. Reyna, C. (2008). Ian is intelligent but Leshaun is lazy: Antecedents and consequences of attributional stereotypes in the classroom. European Journal of Psychology of Education, 23(4), 439–458.
32. Rigopoulou, I., Theodosiou M., Katsikea E., & Perdikis, N. (2011). Information control, role perceptions, and work outcomes of boundary spanning frontline managers. Journal of Business Research, 65, 626-633.
33. Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family Characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43, 39−60.
34. Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63(2/3), 1-220.
35. Zimmerman, R., & Todd, D. (2009). The impact of job performance on employee turnover intentions and the voluntary turnover process a meta-analysis and path model. Personnel Review, 38, 142-158.
36. Zoller, U., & Ben-Chain, D. (1990). Gender differences in examination type, test anxiety, and academic achievement in college science: A case study. Science Education, 74(6), 597-608.