Operationalization and Modeling of School Climate, Job Satisfaction, and Teacher Attrition: A Scoping Review

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

This study examines the relationship between cognitive processes and job performance in teachers at the Cruz del Norte Educational Unit, focusing on attention, planning, organization, anxiety, and job stress. A mixed-method design was applied, combining quantitative and qualitative techniques such as psychometric tests, Pearson correlation, multiple regression analysis, Student’s t-test, the Delphi method, and the Ishikawa diagram. The results show that executive functions, particularly planning and organization, have a significant positive impact on job performance. Teachers with higher levels of these skills demonstrate better performance, with strong correlations (r = 0.72, p = 0.001; r = 0.65, p = 0.003). In contrast, anxiety and stress act as limiting factors. Multiple regression analysis indicates that anxiety (β = -0.4946, p < 0.0001) and stress (β = -0.3721, p < 0.001) negatively predict job performance. Additionally, job indiscipline—reflected in absenteeism and lateness—shows a strong negative correlation with performance (r = -0.74, p < 0.000). These findings highlight the importance of time management and organizational commitment, as well as the need to implement training and psychological support strategies to improve teacher performance and educational quality.

این مطالعه به بررسی رابطه بین فرایندهای شناختی و عملکرد شغلی در معلمان واحد آموزشی Cruz del Norte می‌پردازد و بر توجه، برنامه‌ریزی، سازمان‌دهی، اضطراب و استرس شغلی تمرکز دارد. از طرح پژوهشی ترکیبی استفاده شده است که تکنیک‌های کمی و کیفی مانند آزمون‌های روان‌سنجی، همبستگی پیرسون، تحلیل رگرسیون چندگانه، آزمون t استیودنت، روش دلفی و نمودار ایشیکاوا را ترکیب می‌کند. نتایج نشان می‌دهد که کارکردهای اجرایی، به‌ویژه برنامه‌ریزی و سازمان‌دهی، تأثیر مثبت معناداری بر عملکرد شغلی دارند. معلمانی که سطوح بالاتری از این مهارت‌ها را دارا هستند، عملکرد بهتری از خود نشان می‌دهند و همبستگی‌های قوی (r = ۰.۷۲, p = ۰.۰۰۱؛ r = ۰.۶۵, p = ۰.۰۰۳) مشاهده شده است. در مقابل، اضطراب و استرس به‌عنوان عوامل محدودکننده عمل می‌کنند. تحلیل رگرسیون چندگانه نشان می‌دهد که اضطراب (β = -۰.۴۹۴۶, p < ۰.۰۰۰۱) و استرس (β = -۰.۳۷۲۱, p < ۰.۰۰۱) پیش‌بینی‌کننده منفی عملکرد شغلی هستند. همچنین، بی‌انضباطی شغلی—که در غیبت و تأخیر منعکس می‌شود—همبستگی منفی قوی با عملکرد دارد (r = -۰.۷۴, p < ۰.۰۰۰). این یافته‌ها اهمیت مدیریت زمان و تعهد سازمانی و همچنین ضرورت اجرای راهبردهای آموزشی و حمایت روان‌شناختی برای بهبود عملکرد معلمان و کیفیت آموزشی را برجسته می‌کند.

Universities preparing graduates for technology-enabled financial services need to understand how digital learning conditions relate to students’ career readiness. This study examines the associations of university-based Digital Financial Learning Ecosystem Quality with perceived FinTech Career Readiness among Vietnamese business students. Drawing on Social Cognitive Theory and Social Cognitive Career Theory, ecosystem quality is modelled as a reflective–formative higher-order construct comprising Digital Academic Support, the Digital Learning Environment, and Digital Teaching Innovation. Cross-sectional survey data from 341 students recruited through nonprobability convenience sampling via networks centred on northern Vietnam were analysed using partial least squares structural equation modelling and a disjoint two-stage procedure.All three ecosystem dimensions made significant formative contributions, with the digital learning environment showing the largest estimated weight. Higher ecosystem quality was positively associated with self-efficacy and learning motivation, and self-efficacy was positively associated with motivation. Motivation and career orientation were positively associated with perceived readiness, with motivation having the larger estimated direct coefficient. Career orientation showed no significant additional association with motivation after accounting for ecosystem quality and self-efficacy. Ecosystem quality was indirectly associated with readiness through motivation and through the sequential pathway involving self-efficacy and motivation. The model explained 41.5% of the variance in perceived readiness.The study contributes an integrated operationalisation of university-based digital financial learning quality and distinguishes learning-related associations from those of career orientation. The findings inform potential priorities for coordinating digital platforms, relevant financial content, academic support, practical learning, and competency-based career guidance. For universities and financial institutions, the study offers evidence to guide collaboration on graduate preparation and a foundation for evaluating how perceived readiness relates to demonstrated workplace competence.

This study examined technological self-efficacy and classroom technology use among early childhood teachers at Cabangahan Elementary School, Siaton, Negros Oriental. Employing a quantitative descriptive-correlational design, the researchers collected self-reported data from five teachers using an expert-reviewed, Google Forms questionnaire. Descriptive frequencies, percentages, and five-point weighted means were used to characterize teachers’ profiles, basic technology skills, confidence in pedagogical integration, troubleshooting ability, frequency of technology use, diversity of digital tools, and perceived effects on children’s learning and engagement. The reported mean scores were 4.56 for basic technology skills, 4.56 for pedagogical integration, and 4.52 for technical troubleshooting, all interpreted as highly confident. Classroom technology use was rated 4.60 for frequency, 4.16 for diversity of tools, and 4.76 for perceived learning engagement. The study reported a very strong positive Pearson correlation between self-efficacy and classroom technology implementation (r = .94); no corresponding significance test was provided. Results suggest that the participating teachers perceived themselves as technologically capable and frequent users of digital resources, although the range of tools used was comparatively limited. The proposed action plan prioritizes device access, technical support, targeted professional learning, and classroom monitoring. Given the five-person, single-school sample and reliance on self-report, the findings should be interpreted as local descriptive evidence, not as proof of causal effects on children’s outcomes.

This study aimed to examine the role of self-efficacy and pressure of coach expectations in predicting the performance of adolescent athletes. This study used a cross-sectional survey design involving 142 athletes aged 16–19 years from regional and national sports clubs. Data analysis included Pearson correlation test, independent-samples t-test, and multiple linear regression. The results showed that self-efficacy was positively and significantly associated with athlete performance, while coach expectation pressure was negatively and significantly related to athlete performance. In addition, there were differences in performance by gender, with male athletes reporting higher performance scores than female athletes. When gender was included as a control variable in the regression model, self-efficacy and coach expectations pressure remained significant predictors of athlete performance. Overall, these findings suggest that internal psychological factors and pressures from the sports environment play a role in explaining variations in adolescent athlete performance. This study emphasizes the importance of strengthening self-efficacy and the application of realistic and supportive expectations of coaches in the process of coaching athletes. Further longitudinal research is needed to examine this relationship in more depth.