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

Öz

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.

Anahtar Kelimeler

• Okul iklimi
• öğremenlerin iş tatmini
• TALIS 2018

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

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.

References

1. Aldridge, J. M., & Fraser, B. J (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environment Research, 19(2), 102-140.
2. Barnabe´, C., & Burns, M. (1994). Teachers’ job characteristics and motivation. Educational Research, 36, 171–185. https://doi.org/10.1080/ 0013188940360206.
3. Bascia, N., & Rottmann, C. (2011). What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform. Journal of Education Policy, 26(6), 787–802.
4. Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367–409.
5. Butt, G., Lance, A., Fielding, A., Gunter, H., Rayner, S., & Thomas, H. (2005). Teacher job satisfaction: Lessons from the TSW pathfinder project. School Leadership and Management, 25, 455–471. https://doi.org/10.1080/ 13634230500340807
6. Chen, J., Bellibaş, M. Ş., & Gümüş, S. (2023). Impact of school climate and resources on principal workload stress and job satisfaction: Multinational evidence from TALIS 2018 data. Journal of Educational Administration, 61(5), 476-494. https://doi.org/10.1108/JEA-08-2022-0128
7. Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111, 180-213.
8. Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social-emotional learning. Psychology in the Schools, 48, 1034-1048.

9. Colwell, M.G.B. (2022). Job Satisfaction and Retention of remote admissions professionals (Publication No. 29168398) [Doctoral dissertation]. California State University, Sacramento. ProQuest Dissertations Publishing.
10. Crossman, A., & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration and Leadership, 34, 29–46. https://doi.org/10.1177/174114320605953
11. Diagne, D. (2023). Factors associated with teacher job satisfaction: An investigation using TALIS 2018 Data. Swiss Journal of Educational Research, 45(3), 265–277. https://doi.org/10.24452/sjer.45.3.4
12. Dinham, S., & Scott, C. (1998). A three-domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36, 362–378. https://doi.org/10.1108/09578239810211545.
13. Ettekal AV & Mahoney JL. (2017). Ecological systems theory. In SAGE encyclopedia of out-of-school learning [Internet] (pp. 239–41). Thousand Oaks: SAGE Publications, Inc.
14. Evans, L. (1997). Understanding teacher morale and job satisfaction. Teaching and Teacher Education, 13, 831–845. https://doi.org/10.1016/S0742-051X(97)00027-9.
15. Feather, N. T., & Rauter, K. A. (2004). Organizational citizenship behaviors in relation to job status, job insecurity, organizational commitment and identification, job satisfaction, and work values. Journal of Occupational and Organizational Psychology, 77, 81–94. https://doi.org/10.1348/096317904322915928.
16. Freiberg, H. J. & Stein, T. A. (1999). Measuring, improving, and sustaining healthy learning environments. In H. J. Freiberg (Ed.), School climate: measuring, improving, and sustaining learning environments (pp. 11-29). Philadelphia: Falmer Press.
17. Holland, J. L. (1996). Exploring careers with typology: What we have learned and some new directions. American Psychologist, 51, 397-406.
18. Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. Elementary School Journal, 93, 355. https://doi.org/10.1086/461729
19. Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39.
20. Kim, I., & Loadman, W. E. (1994). Predicting teacher job satisfaction. Columbus: Ohio State University.
21. Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129.
22. Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1, 76-88.
23. Liu, S., Keeley, J. W., & Sui, Y. (2023). Multi-level analysis of factors influencing teacher job satisfaction in China: Evidence from the TALIS 2018. Educational Studies, 49(2), 239–259. https://doi.org/10.1080/03055698.2020.1837615
24. Locke, E. (1969). What is job satisfaction? Organizational Behavior & Human Performance, 4, 309–336. https://doi.org/10.1016/0030-5073(69)90013-0.
25. Lopes, J., & Oliveira, C. (2020). Teacher and school determinants of teacher job satisfaction: A multilevel analysis. School Effectiveness and School Improvement, 31(4), 641-659.
26. OECD. (2019). TALIS 2018 Technical Report. Parijs: OECD Publishing. Retrieved on 20 June 2022 from https://www.oecd.org/education/talis/talis-2018-data.htm.
27. OECD (2019). Creating effective teaching and learning environments: First results from TALIS. Berlin, Germany. Pas, E. T., Brashaw, C. P., & Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50, 129-145. https://doi.org/10.1016/j.jsp.2011.07.003
28. Pepper, K. & Thomas, L. (2001). Making a change: The effects of the leadership role on school climate. Learning Environments Research, 5, 155-166.
29. Shann, M. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92(2), 67–73.
30. Shen, J., Leslie, J. M. Spybrook, J. K., & Ma, X. (2012). Are principal background and school process related to teacher job satisfaction? A multilevel study using schools and staffing survey. American Educational Research Journal, 49(2), 200-230 https://doi.org/10.3102/0002831211419949
31. Simin, G & Pillai, N. S., (2018). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Educ. Rev. (2016) 17:87–106. DOI 10.1007/s12564-015-9411-8
32. Sims, S. (2017). TALIS 2013: Working conditions, teacher job satisfaction and retention (Department for Education Statistical Working Paper). London: Department of Education.
33. Tandon, J. K. & Tyagi, P. (2012). The concept of job satisfaction and its organizational implications. Educational Quest, 3(1), 57-66.
34. Teaching and Learning International Survey TALIS (2018). Conceptual framework. Organization for Economic Co-operation and Development.
35. Toropova A, Myrberg E, & Johansson S. (2020). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 8, 127–128. https://doi.org/10.1080/00131911.2019.1705247
36. Vansteenkiste, M., Neyrinck, B., Niemiec, C. P., Soenens, B., De Witte, H., & Van, D. B. (2007). On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach. Journal of Occupational & Organizational Psychology, 80, 251–277.
37. Wang, K., Li, Y., Luo, W., & Zhang, S. (2020). Selected factors contributing to teacher job satisfaction: A quantitative investigation using 2013 TALIS data. Leadership and Policy in Schools, 19, 512-532.
38. You, S., Kim, A. Y., & Lim, S. A. (2017). Job satisfaction among secondary teachers in Korea: Effects of teachers’ sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284-297. https://doi.org/10.1177/1741143215587311
39. Zakariya, Y.F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education 7(1), 1-12. https://doi.org/10.1186/s40594-020-00209-4
40. Zhou, X., Padrón, Y., Waxman, H. C., Baek, E., & Acosta, S. (2023). How do school climate and professional development in multicultural education impact job satisfaction and teaching efficacy for STEM teachers of English learners? A path-analysis. International Journal of Science and Mathematics Education, 22(2), 447–468. https://doi.org/10.1007/s10763-023-10381-y