Job Satisfaction and Mental Wellbeing Among High School Teachers in Malaysia
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Job satisfaction plays an important role in regard to teachers’ continuation in the teaching profession. School-based factors such as relations with colleagues, parents, and student behavior are important factors that contribute to teachers’ fulfillment in their workplace. This study examined the relationship between job satisfaction and wellbeing among high school teachers in Malaysia. A total of 111 full-time high school teachers (99 females, 12 males) from two schools located in Kuala Lumpur, Malaysia, completed measures of the Teacher Job Satisfaction Scale and Short Warwick-Edinburgh Mental Wellbeing Scale. Data were analyzed using correlation coefficient and regression analysis. The results indicated significant positive correlation between teachers’ job satisfaction and wellbeing. More specifically, teachers’ satisfaction with students’ behavior and students’ parents were significant predictors of mental wellbeing. This study highlighted job satisfaction that teachers themselves may have for positive personal relationship with co-workers, students, and student’s parents, providing further understanding of the contribution of job satisfaction to teachers’ mental wellbeing. This study helps complement previous studies by providing a further understanding on the contribution of job satisfaction to teachers’ wellbeing in the Malaysian context.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it