Factors influencing teacher job satisfaction in Malaysia
Teachers are usually eager to implement what they learned during their training program. However, when they are in schools and face unexpected situations such as classroom conditions, state mandated programs, new educational conditions, goals, and reforms,they may feel that they have made a mistake...
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| Main Authors: | , , , , |
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| Format: | Article |
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Human Resource Management Academic Research Society
2019
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/89676/ http://dx.doi.org/10.6007/IJARBSS/v9-i1/5628 |
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| Summary: | Teachers are usually eager to implement what they learned during their training program. However, when they are in schools and face unexpected situations such as classroom conditions, state mandated programs, new educational conditions, goals, and reforms,they may feel that they have made a mistake choosing the teaching profession as their career. These challenges may lead to decreasing job satisfaction. In addition, a lack of professionalism, collegiality, and administrative support are among the reasons teachers leave their chosen career, even if they are really interested in the profession. The educational system in Malaysia is controlled by the government, in terms of the teacher placement system; student teachers who completed their training have limited choices for placement in schools. The theoretical framework in this study used Theory of Herzberg’s Two-Factor to guide there search. These theories are used to explain the phenomenon of new teachers leaving the career during their probationary period. This study intends to explore and understand the challenges and experiences new teachers faced in schools after completion of their training. |
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