Job Satisfaction of Teachers and Their Principals in Relation to Climate and Student Achievement

Autor/inn/en	Dicke, Theresa; Marsh, Herbert W.; Parker, Philip D.; Guo, Jiesi; Riley, Philip; Waldeyer, Julia
Titel	Job Satisfaction of Teachers and Their Principals in Relation to Climate and Student Achievement
Quelle	In: Journal of Educational Psychology, 112 (2020) 5, S.1061-1073 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dicke, Theresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000409
Schlagwörter	Job Satisfaction; Well Being; Principals; Work Environment; Student Characteristics; Student Behavior; Academic Achievement; Socioeconomic Status; Teacher Attitudes; Administrator Attitudes; Foreign Countries; Australia; Finland; Latvia; Mexico; Portugal; Romania; Singapore; Spain; Teaching and Learning International Survey (NCES); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Well-being; Wellness; Wohlbefinden; Principal; Schulleiter; Arbeitsmilieu; Student behaviour; Schülerverhalten; Schulleistung; Socio-economic status; Sozioökonomischer Status; Lehrerverhalten; Ausland; Australien; Finnland; Lettland; Mexiko; Rumänien; Singapur; Spanien
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 bifactor models provide strong evidence for the validity of a model including both specific (satisfaction with the profession vs. 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 socioeconomic status reduced these estimates, but did not change the pattern of results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01