Teachers' metaphors and beliefs about teaching and their relationship with job satisfaction.

Autor/inn/en	Löfström, Erika; Poom-Valickis, Katrin; Rumma, Kirsti
Titel	Teachers' metaphors and beliefs about teaching and their relationship with job satisfaction. Paralleltitel: Metafore in prepricanja uciteljev o poucevanju ter povezave z zadovoljstvom pri delu.
Quelle	In: CEPS journal, 16 (2026) 1, S. 227-251Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35152 10.26529/cepsj.1768
URN	urn:nbn:de:0111-pedocs-351523
Schlagwörter	Einstellung (Psychologie); Emotion; Zufriedenheit; Lehrberuf; Lehrer; Lehrerrolle; Wissensbasis; Metapher; Überzeugung; Empirische Untersuchung; Mixed-Methods-Design; Estland
Abstract	This research focuses on Estonian teachers' beliefs about teaching, the metaphors of their knowledge base, and the emotions connected with being a teacher. The relationships between these aspects and teacher job satisfaction were explored. In total, 658 mathematics, English language, biology, and class teachers participated in the research. The research applied a mostly quantitative design involving a mixed methods approach. The results highlight the complexity of teachers' understanding of their role. Statistically significant differences were found between the teacher groups participating in the study. The results showed that the affective connotations of metaphors teachers attach to their work are related to teachers' job satisfaction. However, there were no significant differences between teacher groups based on the nature of their metaphor and their beliefs about teaching. However, the results indicate that teachers expressing student-centred beliefs were more satisfied with their job environment than those with teacher-centred beliefs. The study suggests the importance of considering beliefs, knowledge base, and emotions in understanding job satisfaction. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3