Exploring the contributions of job resources, job demands, and job self‐efficacy to STEM teachers' job satisfaction: A commonality analysis

Liu, Jiao; Wang, Ke; Chen, Zhuo; Pan, Zilong

doi:10.1002/pits.22768

Cited by 10 publications

(12 citation statements)

References 64 publications

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“…This is expected given its association with several pressing issues faced by many schools worldwide, such as teachers' intention to stay in school (Skaalvik & Skaalvik, 2011), teacher turnover (Qin, 2019) and ultimately its influence on students learning outcomes (Dutta & Sahney, 2016). Our data further show that job satisfaction is often studied in relation to other teacher characteristics such as teacher motivation and teacher self‐efficacy (see, e.g., Kang, 2023; Liu et al., 2023). In contrast to principal job satisfaction, the teacher job satisfaction topic has been extensively studied with TALIS data.…”

Section: Resultssupporting

confidence: 71%

A systematic literature review of TALIS secondary research: Trends and future directions

Veletić,

Mejía‐Rodríguez,

Olsen

2024

Review of Education

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The Teaching and Learning International Survey (TALIS) collects data from representative samples of teachers and principals across the world about their practices and work conditions, school and classroom contexts, and attitudes, motivation, and satisfaction with their profession and jobs. Given the growth of participating countries, the number of constructs assessed, and the volume of publications based on secondary analyses of the freely available data, it is reasonable to claim that TALIS represents one of the major data sources in the field of international educational research. This study provides a systematic literature review of secondary analyses of TALIS data, summarising the past 15 years of TALIS research. The review includes a synthesis of 238 peer‐reviewed journal articles, providing bibliographical information about articles as well as the scope and impact of analysis of TALIS data across time, countries, and populations. Moreover, the article summarises information about the most prevalent research themes that have been investigated. The findings highlight the importance of TALIS data in the broader educational research scope, emphasising themes such as teacher characteristics, and teacher professional practices. Lastly, the review provides insights into methodological approaches to study and analyse TALIS data and calls for more caution in analysing complex survey data with respect to how clustering and multigroup design are handled.

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Section: Resultssupporting

confidence: 71%

A systematic literature review of TALIS secondary research: Trends and future directions

Veletić,

Mejía‐Rodríguez,

Olsen

2024

Review of Education

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“…Capital refers to a teacher's skills, knowledge, experience, and agency and is viewed in terms of their respective value to the success of individuals operating within a system. (Nolan & Molla, 2017), while resources refer to physical materials, (including funds to purchase these), time, or professional space that support a teacher's work (Liu et al, 2022). An individual with adaptive capacity anticipates disturbances in the school education landscape, identifies resources and capitals, and plans to use these to manage the disturbances and achieve individual goals.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic

et al. 2022

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As the pandemic began to disrupt school systems in March 2020, teachers were expected to quickly modify their instructional approaches. We recruited science, technology, engineering, and mathematics teachers who were recipients of National Science Foundation scholarships based on their high-quality academic record and commitment to working in high-needs school districts to participate in a longitudinal survey study. Participants (n = 153) graduated from universities or colleges in the Mountain West or western region of the Midwest. Through a series of three surveys administered throughout 2020 to all participants and follow-up focus group interviews with a subset (n = 42) in early 2021, we examined participants' perceptions and beliefs about the educational system's response to COVID-19. Participants perceived that the continuation of instructional delivery was the highest priority and that their professional needs were the lowest priority.

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“…This also highlights the importance of increasing STEM teachers’ JS. However, to date, few studies have focused on the predictors of STEM teachers’ JS [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

“…Nowadays, the job demands–resources (JD-R) model is widely applied to explore teachers’ JS [ 18 , 19 ]. Despite this, limited studies have confirmed its validity in the field of STEM teacher education [ 16 ]. Furthermore, some scholars have argued that “personal resources can have the same function as job resources” and thus suggested that personal resources should also be incorporated in the model [ 20 ] (p. 2).…”

Section: Introductionmentioning

confidence: 99%

Examining the Antecedents of Novice STEM Teachers’ Job Satisfaction: The Roles of Personality Traits, Perceived Social Support, and Work Engagement

Wang,

Jiang,

Jin

et al. 2024

Behavioral Sciences

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It is reported that teachers’ satisfaction levels are lower and stress levels are higher than other professional groups in many countries. This is especially true for science, technology, engineering, and mathematics (STEM) teachers. Considering job satisfaction has a direct impact on turnover intention, low satisfaction levels have led to high turnover rates and thus exacerbated the shortages of STEM teachers. Hence, there is an urgent need to explore the antecedents of novice STEM teachers’ job satisfaction. This study proposes a new model to show how novice STEM teachers’ personality traits and perceived social support influence their job satisfaction. A total of 2592 novice STEM teachers in eighteen randomly selected high schools in China were recruited. Data were analyzed using the structural equation modeling approach. The results illustrated that most novice STEM teachers had low levels of job satisfaction. Novice STEM teachers’ personality traits could directly and indirectly impact their job satisfaction. Meanwhile, novice STEM teachers’ job satisfaction was also directly influenced by work engagement and indirectly influenced by their perceived social support. Our findings theoretically contribute to the understanding of the determinants of STEM teachers’ job satisfaction and have important practical implications.

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Exploring the contributions of job resources, job demands, and job self‐efficacy to STEM teachers' job satisfaction: A commonality analysis

Cited by 10 publications

References 64 publications

A systematic literature review of TALIS secondary research: Trends and future directions

A systematic literature review of TALIS secondary research: Trends and future directions

I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic

Examining the Antecedents of Novice STEM Teachers’ Job Satisfaction: The Roles of Personality Traits, Perceived Social Support, and Work Engagement

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