Selected Factors Contributing to Teacher Job Satisfaction: A Quantitative Investigation Using 2013 TALIS Data

Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018

“…In this investigation, we focus on the distinctive mechanisms that are found among several major aspects of teacher quality (i.e., teacher qualifications, professional development, beliefs, practices, self-efficacy) in an attempt to understand diversity in the relationships among them and how each contributes to teachers' job satisfaction. In line with the theoretical review and empirical background presented, we hypothesise job satisfaction is influenced by the perception of one's self-efficacy (Caprara et al, 2006;Skaalvik & Skaalvik, 2014;Vieluf et al, 2013;Zee & Koomen, 2016;Wang et al, 2019), professional development and collaborative practices (Fischer et al, 2018;Wang et al, 2018) and utility values (Torsney et al, 2019). The influence of teacher qualifications, here combining years of service and education (e.g., Gil-Flores, 2017;Wang et al, 2018), the teacher-student relationship (Collie et al, 2012;Gil-Flores, 2017;Veldman et al, 2013), academic environment in the classroom and the proportion of students with a lower socioeconomic status (SES) in the classroom (Matsuoka, 2015;Wang et al, 2019) also are included in the model.…”

“…Collaborative practices (Wang, Chen, Luo, Li, & Waxman, 2018) are also conducive to teacher job satisfaction, that is, how teachers perceive actual job outcomes compared with their desired ones (Griffith, 2004). Besides these, many factors have been linked to teacher job satisfaction (Wang, Li, Luo, & Zhang, 2019): perception of the teachers' self-efficacy (Caprara et al, 2006;Skaalvik & Skaalvik, 2014;Wang et al, 2019;Zee & Koomen, 2016), the teacher-student relationship (Collie, Shapka, & Perry, 2012;Gil-Flores, 2017;Veldman, van Tartwijk, Brekelmans, & Wubbels, 2013), the proportion of students with a lower socioeconomic status (Matsuoka, 2015;Wang et al, 2019) and the organisational culture and working conditions (Banerjee et al, 2017;Liu & Verblow, 2019). Here, the results on the relationship between teachers' demographic characteristics and job satisfaction are inconsistent.…”

An Investigation of the Relationship between School Principals' Empowering Leadership Style and Teachers’ Job Satisfaction: The Role of Trust and Psychological Empowerment

“…Therefore, empowering leadership style, which empowers teachers, promotes their involvement in the decision-making process, and boosts their professional development, is also expected to affect their job satisfaction. In fact, numerous studies conducted in school environments have revealed that leadership behaviors affect teachers' job satisfaction (Nguni, Sleegers & Denessen, 2006;Yangaiya & Magaji, 2015;Tesfaw, 2014;Halpin, Devos & Rosseel, 2009;Wang, Li, Luo & Zhang, 2019).…”

“…Empowering leadership style involves distributing authority and responsibility among employees, promoting their involvement in the decision-making process, informing them about organizational processes, and providing them with support for professional development. Studies on teachers' job satisfaction have determined that involvement in the decision-making process, autonomy, and support from the school administration positively affect teachers' job satisfaction (Bogler & Nir, 2012;Brezicha, Ikoma, Park & LeTendre, 2019;Hulpia, Devos & Rosseel, 2009;Lee & Nie, 2014;Wang, Li, Luo, & Zhang, 2019). In traditional educational institutions, principals play an important role in increasing teachers' job satisfaction and organizational commitment.…”

Self-reported teaching effectiveness and job satisfaction among teachers: the role of subject matter and other demographic variables

“…Among recommendations to boost teacher job satisfaction are: promotional opportunities, fair remuneration, support from colleagues and the community, teacher empowerment, and friendships; and among inhibitors of job satisfaction identified in their review are: an autocratic management style, mistrust, a non-transparent system, a work-life imbalance, an ineffective teaching/learning environment, and unavailability of resources. Similarly, using multilevel regression and commonality analysis of U.S. data from the Teaching and Learning International Survey (TALIS) 2013, Wang et al (2020), identified three major categories of factors (student-related, school-related and teacher-related) contributing to job satisfaction, with school-related factors having the largest and student-related, the lowest share. More specifically, some of the major predictors were: low achievers, behavioral problems, classroom discipline climate, school location, school autonomy for instruction, experience, teacher self-efficacy, teacher-student relationship, teacher cooperation, and a. Grouping Variable: Groups.…”