Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers' Job Satisfaction

Autor/inn/en	Wartenberg, Gyde; Aldrup, Karen; Grund, Simon; Klusmann, Uta
Titel	Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers' Job Satisfaction
Quelle	In: Educational Psychology Review, 35 (2023) 4, Artikel 114 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wartenberg, Gyde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09831-4
Schlagwörter	Teachers; Job Satisfaction; Intention; Faculty Mobility; Job Performance; Teacher Effectiveness; Employee Absenteeism; Teacher Student Relationship; Academic Achievement; Students; Student Motivation; Classroom Techniques + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Work performance; Arbeitsleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Employee; Absenteeism; Absentismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Student; Schüler; Schülerin; Studentin; Schulische Motivation; Klassenführung
Abstract	Job satisfaction has long been discussed as an important factor determining individual behavior at work. To what extent this relationship is also evident in the teaching profession is especially relevant given the manifold job tasks and tremendous responsibility teachers bear for the development of their students. From a theoretical perspective, teachers' job satisfaction should be negatively related to turnover intentions and absenteeism, and positively to high-quality teacher-student interactions (i.e., emotional support, classroom management, and instructional support), enhanced student motivation, and achievement. This research synthesis provides a comprehensive overview of the relationship between teachers' job satisfaction and these variables. A systematic literature search yielded 105 records. Random-effects meta-analyses supported the theoretically postulated relationships between teachers' job satisfaction and their turnover intentions, absenteeism, teacher-student interactions, and students' outcomes. Effects were significant not only for teachers' self-reports of their professional performance, but also for external reports. On the basis of the research synthesis, we discuss theoretical, conceptual, and methodological considerations that inform future research and prospective intervention approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01