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Exploring the relationship between teacher job satisfaction and professional development in urban schools during a pandemic

International Journal of Evaluation and Research in Education (IJERE) · Vol. 12 No. 4 (2023) · pp. 1755–1763

DOI
10.11591/ijere.v12i4.24510
ISSN
2620-5440, 2252-8822
Published
2023-12-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

Job satisfaction and professional development are the talks of teachers in facing the challenges of 21st-century learning, where they must be able to adapt to the progress and development of information and communication in technology. Therefore, this article aims to analyze teacher job satisfaction, professional development, and the interaction between the two during the pandemic. A total of 232 public and private school teachers in urban areas were used as research samples. The sampling technique used a random technique. The research used an instrument developed and validated, then distributed through the principal and school supervisor, and the data were analyzed using the correlation technique. During the pandemic, the results revealed a high level of job satisfaction for state Islamic school teachers and a low level of job satisfaction for private Islamic school teachers, as well as a high level of professional development in both public and private Islamic schools and a moderate positive correlation between teacher job satisfaction and professional development in urban schools. Therefore, teachers should develop and carry out professional development in facing the challenges of 21st-century learning.

Keywords

Collaboration network of the authors

40 authors · 100 co-authorship links · 3 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
  • Institut Agama Islam Negeri Kendari
  • Universitas Halu Oleo
  • Hasanuddin University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Aan AnsoriAffiliation unknown5
Birru MuqdamienAffiliation unknown3
Enung NugrahaAffiliation unknown2
Mansur MansurInstitut Agama Islam Negeri Kendari1
Falyad’u NadiyahUniversitas Islam Negeri Sultan Maulana Hasanuddin Banten1
Ira MarlianaUniversitas Islam Negeri Sultan Maulana Hasanuddin Banten1
Muh. Khusnun MuhsinUniversitas Halu Oleo1
Nurnia NurniaAffiliation unknown1
Hafied CangaraHasanuddin University1
Andi Alimuddin UndeAffiliation unknown1
Edi JunaediAffiliation unknown1
Suherman SuhermanAffiliation unknown1
Lisda Cahya VeliaAffiliation unknown1
Vania NurachmaAffiliation unknown1
Siti MaghfirohAffiliation unknown1
Irfan SalimAffiliation unknown1
KhotijahAffiliation unknown1
Sumardiono SumardionoAffiliation unknown1
Suci Lailla FitrianiAffiliation unknown1
Wiwit PriyadiAffiliation unknown1
Norhafizah IsmailAffiliation unknown1
Riska SuryaniAffiliation unknown1
Nonie AfriantyAffiliation unknown1
Juinda AsriAffiliation unknown1
Adi SetiawanAffiliation unknown1
Asari Suci MaharaniAffiliation unknown1
Yulian SyahputriAffiliation unknown1
Linda Jati KusumawardaniAffiliation unknown1
Muhammad Rizki SaputraAffiliation unknown1
Lila Irawati Tjahjo WiduriAffiliation unknown1
Yahdiana HarahapAffiliation unknown1
Dian Andriani Ratna DewiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc)
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	<dc:title xml:lang="en-US">Exploring the relationship between teacher job satisfaction and professional development in urban schools during a pandemic</dc:title>
	<dc:creator>Juhji, Juhji</dc:creator>
	<dc:creator>Syarifudin, Encep</dc:creator>
	<dc:creator>Supardi, Supardi</dc:creator>
	<dc:creator>Paiman, Paiman</dc:creator>
	<dc:creator>Indriana, Dina</dc:creator>
	<dc:creator>Sutanto, Sutanto</dc:creator>
	<dc:creator>Ruhiawati, Irma Yunita</dc:creator>
	<dc:creator>Rahmawati, Ima</dc:creator>
	<dc:subject xml:lang="en-US">Professional development; Teacher job satisfaction; Urban schools</dc:subject>
	<dc:description xml:lang="en-US">Job satisfaction and professional development are the talks of teachers in facing the challenges of 21st-century learning, where they must be able to adapt to the progress and development of information and communication in technology. Therefore, this article aims to analyze teacher job satisfaction, professional development, and the interaction between the two during the pandemic. A total of 232 public and private school teachers in urban areas were used as research samples. The sampling technique used a random technique. The research used an instrument developed and validated, then distributed through the principal and school supervisor, and the data were analyzed using the correlation technique. During the pandemic, the results revealed a high level of job satisfaction for state Islamic school teachers and a low level of job satisfaction for private Islamic school teachers, as well as a high level of professional development in both public and private Islamic schools and a moderate positive correlation between teacher job satisfaction and professional development in urban schools. Therefore, teachers should develop and carry out professional development in facing the challenges of 21st-century learning.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-12-01</dc:date>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/24510</dc:identifier>
	<dc:identifier>10.11591/ijere.v12i4.24510</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 12, No 4: December 2023; 1755-1763</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v12i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/24510/13679</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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