Satisfied Teachers Are Good Teachers: The Association between Teacher Job Satisfaction and Instructional Quality

Autor/inn/en	Harrison, Mark G.; King, Ronnel B.; Wang, Hui
Titel	Satisfied Teachers Are Good Teachers: The Association between Teacher Job Satisfaction and Instructional Quality
Quelle	In: British Educational Research Journal, 49 (2023) 3, S.476-498 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harrison, Mark G.) ORCID (King, Ronnel B.) ORCID (Wang, Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3851
Schlagwörter	Teacher Attitudes; Teacher Effectiveness; Job Satisfaction; Educational Quality; Outcomes of Education; Correlation; Teacher Student Relationship; Administrator Surveys; Teacher Surveys; Cross Cultural Studies; Asian Culture; Western Civilization; Cultural Context; Cultural Differences; Foreign Countries; Japan; Taiwan (Taipei); China (Shanghai); South Korea; Australia; United States; United Kingdom; New Zealand; Canada; Teaching and Learning International Survey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Ausland; Korea; Republik; Australien; USA; Großbritannien; Neuseeland; Kanada
Abstract	Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher-student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student-teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom-level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01