Journal of Education and Vocational Research

1-8

Authors: Fawad Hussain, Amir Saif

The educational system in any country plays a vital role for the development and achieving infrastructural goals. Pakistan since last few decades is facing critical economic and developmental challenges. The nature of work conditions in public and private organizations are getting more intensified and employees are facing critical time in term of workload, job security and satisfaction issues. This study is aiming to investigate the relationship between job security and workload factors influencing teacher’s job satisfaction. This paper has use SMART-PLS-SEM to examine the data using quantitative research techniques. The study was conducted among 266 teachers. The teachers’ job satisfaction was determined by two separate measures namely the teacher’s job security and workload influencing teacher’s job satisfaction. This study was trigged as teachers in higher education institutions were facing challenges regarding their job security and workload. The outcome exposed that there is an important relationship among teachers job security, workload, and teacher job satisfaction. The effects of these factors call further research. There is prerequisite to carry out a similar but comparative study in rural settings. In addition, it is very important to comprehend the significance of teachers’ job satisfaction where the industry is so uncertain. There is a need to address job satisfaction and workload stress with appropriate assessment such as rating system and teachers’ satisfaction index evaluation according to the tasks and work pressure allocated to each and every teacher. This reach adds value to knowledge by making universities, institutes and colleges administration to know the causes of teachers’ uncomfortable zone regarding their job security and workload. Conversely, it is also important for the administration in these institutes to well understand the needs and demands of their teachers and what factors will contribute to their satisfaction.

12-14

Authors: Hujair Faizan, Siti Masitoh, Bachtiar S. Bachri

After natural disasters, such as earthquakes, the community and schools’ conditions were uncontrolled and unconducive. Students could not carry out the learning process as before. Anxiety and fear came to students when in school. This study explained about the implementation of problem based learning on students at a shelter school after earthquake and the effect towards their learning outcomes. This study aimed to know the effect of problem-based learning on students’ learning outcomes after an earthquake happened. Problem based learning brought students closer to the problematic context. This research compared the effect of problem based learning as well as the conventional teaching on 2 different groups from different emergency schools. The total number of the subject research was 120 students. The results of the study showed a positive influence on students’ learning outcomes. In the learning process of problem based learning, students were brought closer to real problems in their environment and fostered a sense of confidence.

22-29

Authors: Patricia Muvirimi

This qualitative study examined the competency of in-service teachers in inclusive education in Zimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from one state university participated in the study. Semi structured interviews were used to collect data. Thematic analysis was used to analyse data. The study established that for most of the teachers, the in service training fairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study that most teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring and interaction groups were common methods of teaching. It was also reported that lack of resources and lack of support from other teachers were major challenges impeding teachers from meeting the needs of the learners in inclusive setting. The study further revealed that extensive training on use of individual educational program is needed during training. The study recommends that teachers be evaluated on all relevant competences during teaching practice which could enhance the professional development of in-service teachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tune the teachers skills in teaching in an inclusive classes.