Teacher Job Satisfaction: The Importance of School Working Conditions and Teacher Characteristics

Autor/inn/en	Toropova, Anna; Myrberg, Eva; Johansson, Stefan
Titel	Teacher Job Satisfaction: The Importance of School Working Conditions and Teacher Characteristics
Quelle	In: Educational Review, 73 (2021) 1, S.71-97 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toropova, Anna) ORCID (Myrberg, Eva) ORCID (Johansson, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2019.1705247
Schlagwörter	Job Satisfaction; Teaching Conditions; Teacher Characteristics; Teacher Persistence; Foreign Countries; Achievement Tests; International Assessment; Factor Analysis; Structural Equation Models; Gender Differences; Teacher Effectiveness; Predictor Variables; Teacher Attitudes; Sweden; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrbedingungen; Unterrichtsbedingungen; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Faktorenanalyse; Geschlechterkonflikt; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Prädiktor; Lehrerverhalten; Schweden
Abstract	Given that teacher shortage is an international problem, teacher job satisfaction merits closer attention. Not only is job satisfaction closely related to teacher retention, but it also contributes to the well-being of teachers and their students, overall school cohesion and enhanced status of the teaching profession. This study investigates the relations between teacher job satisfaction, school working conditions and teacher characteristics for eighth grade mathematics teachers. The study employs TIMSS 2015 (Trends in International Mathematics and Science Study) data from Sweden. Confirmatory factor analysis and structural equation modelling are used as main methods. Results demonstrate a substantial association between school working conditions and teacher job satisfaction. More specifically, teacher workload, teacher cooperation and teacher perceptions of student discipline in school were the factors most closely related to teacher job satisfaction. As to teacher characteristics, female teachers, teachers with more exposure to professional development and more efficacious teachers tended to have higher levels of job satisfaction. In addition, it was found that the relationship between the extent of teacher cooperation and job satisfaction was more pronounced for male teachers, while student discipline was more important for job satisfaction of teachers with lower self-efficacy beliefs. Implications for policy are further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01