Job Satisfaction, Professional Growth, and Mathematics Teachers' Impressions about School Environment

Autor/inn/en	Mainali, Bhesh Raj; Belbase, Shashidhar
Titel	Job Satisfaction, Professional Growth, and Mathematics Teachers' Impressions about School Environment
Quelle	In: Education Policy Analysis Archives, 31 (2023) 22, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mainali, Bhesh Raj) ORCID (Belbase, Shashidhar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; High School Teachers; Mathematics Teachers; Job Satisfaction; Teacher Attitudes; Inservice Teacher Education; Faculty Development; Educational Resources; Incentives; Politics of Education; Political Issues; Unions; Teaching Conditions; Teacher Salaries; Class Size; Faculty Workload; Educational Environment; Educational Facilities; Nepal + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Lehrerfortbildung; Bildungsmittel; Anreiz; Educational policy; Bildungspolitik; Politischer Faktor; Lehrbedingungen; Unterrichtsbedingungen; Lehrerbesoldung; Lehrervergütung; Klassengröße; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsstätte
Abstract	This study examined high school mathematics teachers' job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools' infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers' unions need to work on behalf of teachers' welfare rather than carry forward their political parties' agendas and ideologies. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01