The Impacts of School Climate on Teachers’ Job Satisfaction: An Analysis of Teaching and Learning International Survey (TALIS) 2018 National Data

Year 2024, , 676 - 697, 25.07.2024

Hnin Yu Soe , Paul John Alegado

https://doi.org/10.30831/akukeg.1407619

Abstract

This study aims to assess and examine secondary school teachers' perceptions of school climate and job satisfaction in five diverse countries: Japan, Korea, Finland, the United States of America (USA), and Australia. It explores the impact of school climate on teachers' job satisfaction, a pivotal factor influencing teacher retention, mobility, and professional development. In order to improve teachers’ skills and abilities in the classroom, improving teachers’ job satisfaction and understanding the factors that influence it is highly critical. Utilizing secondary data from the Teaching and Learning International Survey (TALIS) 2018, this study provides valuable insights. The findings reveal that teachers in all five countries generally hold positive perceptions of school climates and report high job satisfaction. However, teachers in Japan and Korea express comparatively lower job satisfaction levels when contrasted with their counterparts in Finland, the USA, and Australia. Furthermore, their perceptions of school climate also rank lower. Consequently, this study concludes that a positive correlation exists between favorable perceptions of school climate and elevated job satisfaction. This assertion is supported by regression analyses, individual country data, and aggregate data from all five countries.

Keywords

School climate, Teacher’s job satisfaction, TALIS.

Okul İkliminin Öğretmenlerin İş Tatmini Üzerindeki Etkileri: Uluslararası Öğretme ve Öğrenme Analizi Araştırması (TALIS) 2018 Ulusal Verileri

Abstract

Bu çalışma beş farklı ülkede (Japonya, Kore, Finlandiya, Amerika Birleşik Devletleri (ABD) ve Avustralya) ortaöğretim öğretmenlerinin okul iklimi ve iş tatmini algılarını değerlendirmeyi ve incelemeyi amaçlamaktadır. Bu çalışma, okul ikliminin öğretmenlerin işte kalma, hareketlilik ve mesleki gelişimini etkileyen önemli bir faktör olan öğretmenlerin iş tatmini üzerindeki etkisini araştırmaktadır. Öğretmenlerin sınıftaki beceri ve yeteneklerini geliştirmek için öğretmenlerin iş doyumunu artırmak ve buna etki eden faktörleri anlamak son derece önemlidir. Uluslararası Öğretme ve Öğrenme Araştırması'nın (TALIS) 2018 ikincil verilerini kullanan bu çalışma, değerli bilgiler sunmaktadır. Bulgular, beş ülkenin tamamındaki öğretmenlerin genel olarak okul iklimi konusunda olumlu algılara sahip olduklarını ve yüksek iş tatmini bildirdiklerini ortaya koymaktadır. Ancak Japonya ve Kore'deki öğretmenler, Finlandiya, ABD ve Avustralya'daki meslektaşlarıyla karşılaştırıldığında nispeten daha düşük iş tatmini düzeylerine sahiptir. Ayrıca okul iklimine ilişkin algıları da daha alt sıralarda yer almaktadır. Sonuç olarak bu çalışma, olumlu okul iklimi algısı ile yüksek iş tatmini arasında pozitif bir ilişkinin var olduğu sonucuna varmaktadır. Bu iddia, regresyon analizleri, bireysel ülke verileri ve beş ülkenin tamamından elde edilen toplu verilerle desteklenmektedir.

Keywords

Okul iklimi, öğremenlerin iş tatmini, TALIS 2018

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