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Job satisfaction of teachers and their principals in relation to climate and student achievement
Dicke, Theresa Marsh, Herbert W. Parker, Philip D. Guo, Jiesi Riley, Philip Waldeyer, Julia
Dicke, Theresa
Marsh, Herbert W.
Parker, Philip D.
Guo, Jiesi
Riley, Philip
Waldeyer, Julia
Abstract
Job satisfaction is important for employee well-being and retention, which are both crucial for high strained occupations such as teachers and school principals. We investigated the structure and relationship of teachers’ job satisfaction (N = 142,280) and principals’ job satisfaction (N = 8,869). Results of structural equation modeling using multilevel bi-factor models provide strong evidence for the validity of a model including both specific (satisfaction with the profession versus the working environment) and general job satisfaction factors. This differential conception of job satisfaction was further tested by including the student variables disciplinary climate and student achievement from linked TALIS 2013-PISA 2012 data. Only teacher job satisfaction factors (general and working environment) were related to the disciplinary climate perceived by students, whereas the working environment job satisfaction factor was related to student achievement for both teachers and principals. Controlling for socio-economic status reduced these estimates, but did not change the pattern of results.
Keywords
TALIS-PISA, teacher job satisfaction, school principal job satisfaction, school climate, student achievement
Date
2019
Type
Journal article
Journal
Journal of Educational Psychology
Book
Volume
111
Issue
7
Page Range
1-13
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open