Teacher satisfaction and its determinants: analysis based on data from Nigeria and Uganda
Teacher satisfaction and its determinants: analysis based on data from Nigeria and Uganda
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教师满意度及其决定因素：基于尼日利亚和乌干达数据的分析
DOI：
10.1080/19422539.2021.2010458
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发表时间：
2021
影响因子：
0.3
通讯作者：
Q. Wodon
中科院分区：
文献类型：
--
作者：
Patrick Nkengne;Olivier Pieume;Clarence Tsimpo;G. Ezeugwu;Q. Wodon
对自己的工作感到满意的教师更有可能教得好，这反过来又能使学生在学校更好地学习。撒哈拉以南非洲目前正在经历一场学习危机，近十分之九的儿童在10岁时无法阅读和理解简单的文本。这影响到所有类型的学校和学生，包括天主教和其他信仰学校的学生。改善教师的工作条件和工作满意度是解决这一学习危机的部分办法。经过对尼日利亚数据的简要讨论，本文探讨了乌干达教师的满意度、决定因素及其对教学质量的影响。具体而言，提出了四个问题：乌干达教师工作满意度的水平如何？工作满意度与教师的特征有何关系？教师的满意度对他们的表现有什么影响，因为它可以通过教师努力的各种变量来衡量？最后，影响教师满意度的主要因素是什么？这些问题的答案对基于信仰的学校以及其他学校的政策和实践具有影响。
Teachers who are satisfied with their job are more likely to teach well, which in turn should enable their students to better learn while in school. Sub-Saharan Africa is currently experiencing a learning crisis, with close to nine out of ten children not able to read and understand a simple text at age 10. This affects all types of schools and students, including students in Catholic and other faith-based schools. Improving working conditions and job satisfaction among teachers is part of the answer to this learning crisis. After a brief discussion of data for Nigeria, this article looks at the level of satisfaction of teachers in Uganda, its determinants, and its impact on the quality teaching. Specifically, four questions are asked: What is the level of teacher job satisfaction in Uganda? How does job satisfaction relate to the characteristics of teachers? What is the impact of teachers’ satisfaction on their performance, as it can be measured through various variables of teacher effort? Finally, what are the main factors affecting satisfaction according to teachers? The answers to these questions have implications for policy and practice in faith-based as well as in other schools.