Teacher job satisfaction in Taiwan: making the connections with teacher attitudes, teacher self-efficacy and student achievement

Abstract

PurposeThis paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement and teacher job satisfaction in Taiwan.Design/methodology/approachData were collected from 110 fifth grade primary school teachers and their students (n = 2,334) between 10 and 10 years old. A teacher questionnaire and a criterion-reference test in mathematics were distributed during the academic year 2016–2017. The data were analysed using confirmatory factor analysis and stepwise linear regression.FindingsThe results revealed that teacher attitudes to teaching mathematics, efficacy in classroom environment and student achievement in mathematics could, to some extent, explain variations in teacher job satisfaction. Of all the variables, teacher attitudes to teaching mathematics explained the largest portion of the variance in teacher job satisfaction.Originality/valueThese findings support the proposition that teacher attitudes to teaching mathematics affect teacher job satisfaction, which is in turn, translatable into enhanced teacher effectiveness. It is important to note that this study explores the impact of student achievement on teacher job satisfaction (and not the other way round), which is a relationship that remains under-researched and needs further investigation. Implications of the findings are discussed, and suggestions for further studies are provided.

Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy

“…Teacher self-efficacy strongly links to job satisfaction (Caprara et al, 2003), impacting it by fostering accomplishment, reducing stress, improving student outcomes, and enhancing relationships with students and colleagues. A strong sense of teacher self-efficacy ensures effective classroom management (Abu-Tineh et al, 2011), leading to positive outcomes for students (Tsai and Antoniou, 2021). These outcomes contribute to a supportive work environment, fostering pride and accomplishment, ultimately influencing teacher satisfaction.…”

Analysis of strategies for improving teachers' job satisfaction under high pressure environment in China

“…It can also make the decisions made by managers really implemented in each teaching link. Therefore, the participation of teachers in administrative management is a win-win for both schools and teachers, and can minimize the sense of oppression generated by teachers in the management system, which is also helpful to improve teachers' job satisfaction [10][11].…”

Profiles of Mathematics Teachers’ Job Satisfaction and Stress and Their Association with Dialogic Instruction

“…Job satisfaction is a status of emotion aroused during the interaction with the people and environment in the workplace [13,21]. Teachers evaluate job satisfaction by comparing desired job environment with incumbent status [15].…”

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