Female Teachers

Aim: A female teacher plays multiple roles in her life as a teacher, mother, wife, etc., and her occupational dissatisfaction can override her other roles. The present study investigated the issues and challenges of female contract teachers. Method: A qualitative approach and grounded theory design were adopted in this research. The target population included all the female contract teachers of Ashkezar in Iran, and 12 participants were selected by theoretical sampling in the academic year 2021-2022. Semi-structured interviews, continued until the theoretical saturation, were used to collect data, which were then analyzed by open, axial, and selective coding and categorization. Results: The analysis led to the development of 27 sub- and 11 main categories within a paradigmatic model. The main categories encompassed causal conditions (cultural and organizational factors), core category (dissatisfaction), strategies (behavioral changes and thinking about economic alternatives), intervening environmental conditions (familial-cultural and economic-political environment), contextual conditions (financial-software and inhibitory contexts), and consequences (teacher-centered and educational consequences). Discussion: The results indicated that cultural and organizational causes engender teacher dissatisfaction. In the face of these conditions, teachers change their behaviors and think about economic alternatives, leading to teacher-centered and educational consequences. Conclusion: Female contract teachers faced many challenges that negatively influenced their efficiency and motivation and made them feel disappointed. These challenges brought about some sensible and insensible issues and intricacies. In general, this study suggests considering approaches to motivate and involve in making decisions and put the guidance and consultation of female contract teachers on the agenda.

Objective: The purpose of the study was to ascertain the association of family functioning with job satisfaction and job security in female teachers of secondary schools in Isfahan City. Methods: The sample consisted of 103 female teachers of secondary schools in Isfahan City, selected through convenience sampling. To collect the data, the Family Assessment Instrument Questionnaire (FAD) by Epstein et al. (1983), the Minnesota Job Satisfaction Questionnaire (MSQ) by Weiss et al. (1967), and the Job Security Questionnaire (JSQ) by Nisi et al. (2008), were used to collect the data. Pearson correlation coefficient and Structural Equation Modeling using SPSS – IBM 22 and Smart PLS 3 were run to analyze the data. Results: Job satisfaction was positively associated with family functioning and its subscales. Job security was significantly positively associated with general family functioning and its subscales. Eventually, the results of structural equation modeling indicated that general family functioning was positively associated with job security (p<.05), but it did not have any significant association with job satisfaction. Conclusion:  It is concluded that family functioning has a unique effect on the job security of female teachers, but it does not have a significant effect on satisfaction.