Teacher Job Satisfaction in Taiwan: Making the Connections with Teacher Attitudes, Teacher Self-Efficacy and Student Achievement

Autor/inn/en	Tsai, Po; Antoniou, Panayiotis
Titel	Teacher Job Satisfaction in Taiwan: Making the Connections with Teacher Attitudes, Teacher Self-Efficacy and Student Achievement
Quelle	In: International Journal of Educational Management, 35 (2021) 5, S.1016-1029 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Po)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-02-2020-0114
Schlagwörter	Foreign Countries; Teacher Attitudes; Job Satisfaction; Self Efficacy; Correlation; Elementary School Teachers; Elementary School Students; Grade 5; Mathematics Achievement; Mathematics Instruction; Classroom Environment; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Klassenklima; Unterrichtsklima
Abstract	Purpose: This 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/approach: Data 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. Findings: The 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/value: These 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01