Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction

Abstract

Job satisfaction has long been discussed as an important factor determining individual behavior at work. To what extent this relationship is also evident in the teaching profession is especially relevant given the manifold job tasks and tremendous responsibility teachers bear for the development of their students. From a theoretical perspective, teachers’ job satisfaction should be negatively related to turnover intentions and absenteeism, and positively to high-quality teacher-student interactions (i.e., emotional support, classroom management, and instructional support), enhanced student motivation, and achievement. This research synthesis provides a comprehensive overview of the relationship between teachers’ job satisfaction and these variables. A systematic literature search yielded 105 records. Random-effects meta-analyses supported the theoretically postulated relationships between teachers’ job satisfaction and their turnover intentions, absenteeism, teacher-student interactions, and students’ outcomes. Effects were significant not only for teachers’ self-reports of their professional performance, but also for external reports. On the basis of the research synthesis, we discuss theoretical, conceptual, and methodological considerations that inform future research and prospective intervention approaches.

Emotional sociology applied: predictive influence of affective neuroscience personality traits on Chinese preschool teachers’ performance and wellbeing

“…The study’s findings are very relevant in understanding the emotional dynamics of teaching. Moreover, the present results partially confirmed the relationship between job satisfaction and professional outcomes such as turnover intentions, absenteeism, and teacher-student interactions, as found in the research synthesis by Wartenberg et al (2023) , provides a broader context for the current study. It suggests that job satisfaction is a critical factor in various aspects of teachers’ professional lives, beyond just job performance (see Table 3 ).…”

“…Preschool teachers, therefore, play a central role in influencing these developmental trajectories. Engaged teachers, who exhibit high levels of energy and involvement in their work, are more likely to create stimulating and nurturing learning environments ( Wartenberg et al, 2023 ). This, in turn, fosters a positive developmental way conducive to the holistic growth of young learners.…”

“…Job satisfaction might play a mediating role between positive workplace attitudes, such as work engagement, and job performance ( Pranoto and Nuzulia, 2023 ; Wartenberg et al, 2023 ). This mediation is initially driven by emotions.…”