The Role of Personal Characteristics and School Characteristics in Explaining Teacher Job Satisfaction

Abstract

a b s t r a c tRecent studies show that teacher job satisfaction declined in Spain over the last decade. Also, it is significantly lower in secondary education than in previous educational levels. In this paper we identify variables that contribute to the explanation of teacher job satisfaction in secondary education. We use the Spanish sample (192 schools and 3339 teachers) participating in the 2013 edition of TALIS (Teaching and Learning International Study), sponsored by the OECD (Organisation for Economic Co-operation and Development). Employing hierarchical linear models, we assess the importance of teacher variables and schools variables as predictors of job satisfaction. Self-efficacy, control of classroom discipline, age, sex, years of work experience at the current school and employment status are personal factors explaining the teacher job satisfaction. Among institutional factors, the important effect of teacher-students relations stands out. Características personales y de los centros educativos en la explicación de la satisfacción laboral del profesorado r e s u m e n Estudios recientes muestran que la satisfacción laboral del profesorado español disminuyó en la última década, y que resultó significativamente más baja en educación secundaria que en etapas educativas previas. Este trabajo pretende identificar variables que contribuyen a la explicación de la satisfacción del profesorado de educación secundaria. Se utiliza la muestra española (192 centros y 3339 docentes) participante en la edición 2013 del estudio TALIS (Teaching and Learning International Study), promovido por la OECD (Organisation for Economic Co-operation and Development). Mediante modelos lineales jerárquicos, se valora la importancia de variables del profesorado y de los centros como predictores de la satisfacción laboral. La autoeficacia percibida, el control de la disciplina en el aula, la edad, el sexo, la continuidad en el centro y el estatus laboral son factores personales que explican la satisfacción laboral. Entre los factores institucionales, destaca el importante efecto de las relaciones entre profesorado y alumnado.

Validation Evidence of the Motivation for Teaching Scale in Secondary Education

“…Finally, the three multi-group CFA present the EME-ES as a partially invariant (i.e., configural and metric) instrument in different samples of teachers, by gender and type of school. These findings are highlighted because of the influence that gender and type of school could have on teachers’ motivation and other work outcomes (Fernet et al, 2008; Gil-Flores, 2016; Nie et al, 2015).…”

“…Indeed, past studies have shown that female teachers present higher levels of intrinsic motivation and identified regulation, and lower levels of introjected and external regulation and amotivation toward teaching than their male counterparts (Fernet et al, 2008; Nie, Chua, Yeung, Ryan, & Chan, 2015). Several studies have also suggested that the type of school could affect teachers’ work motivation processes, particularly in Spain (Gil-Flores, 2016; Latorre & Saéz, 2009). For example, Latorre & Sáez (2009) showed that teachers in state schools reported less motivation than teachers in non-state schools.…”

Capital humano, aprendizaje, satisfacción y compromiso en el desempeño de instituciones educativas

“…Por su parte Spector (1985), en su momento, conceptualizó esta variable como el conjunto de beneficios cualitativos y cuantitativos, que los empleados perciben recibir de su organización a cambio de trabajo y esfuerzo, y en donde, en consecuencia, se genera un estado emocional que beneficia el compromiso, agrado y responsabilidad de su desempeño individual ( de sentimientos que influyen de manera importante en su bienestar y compromiso laboral (Chiang, Gómez e Hidalgo, 2017). Normalmente la SL se relaciona con otras variables como el bienestar del empleado (Hosie, Sevastos y Cooper, 2007), la rotación laboral, el ausentismo, el compromiso organizacional, la motivación y otras emociones y conductas de los trabajadores (Cernas et al, 2018;Chiang et al, 2008;Gil, 2017).…”

An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling

“…This could represent a theoretical and methodological advance in the development of the scale to evaluate teachers' perception of their interpersonal styles (i.e., NSTSS), because in the initial validation of student perception of teachers' interpersonal styles (i.e., MCPES;Soini et al, 2014), measurement invariance was not examined. Furthermore, these findings must be highlighted because of the influence that both gender and type of school may have on the development of teachers' motivational processes and, therefore, on their interpersonal teaching styles (Gil-Flores, 2016;Latorre & Sáez, 2009;Reeve et al, 2014). Importantly, if we want to examine teachers' interpersonal styles to evaluate their influence on their motivation to teach, the first step is to do it with invariant scales across teacher gender and type of school, such as the NSTSS.…”