ijonmes International Journal of Modern Education Studies 2618-6209 Mevlüt AYDOĞMUŞ Studies on Education Eğitim Üzerine Çalışmalar How Relationships Impact Teacher Job Satisfaction https://orcid.org/0000-0002-4017-1379 O’shea Cailen North Dakota State University 12 31 2021 5 2 280 298 08 08 2021 09 21 2021 Copyright © 2017, International Journal of Modern Education Studies 2017 International Journal of Modern Education Studies

This study aimed to extend the knowledge of teacher job satisfaction by specifically examining predictors at the teacher level. Several components of job satisfaction were examined for their hypothesized impact, including the focused predictor of teacher-student relations. Based on the United States sample in the Teaching and Learning International Survey (TALIS) 2018 data, the author explored this issue utilizing responses from 2,560 lower secondary school teachers nested within 166 schools. Using the transactional model of stress and coping (Lazarus, & Folkman, 1984) as a framework, the study found that teacher-student relationships are a positive and significant predictor of teacher job satisfaction. After controlling for relevant predictors, teacher relationships with their students were the strongest predictor of their job satisfaction present in the study. Discussions and implications are presented.

 Teacher job satisfaction teacher-student relationships transactional model of stress and coping. Teacher job satisfaction teacher-student relationships transactional model of stress and coping. Akaike, H. (1974). Anew look at the statistical model identification. IEEE Transactions on Automatic Control, 19(6), 716-723. Aldridge, J. M., & Fraser, B. J. (2015). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307. Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136. Banerjee, N., Stearns, E., Moller, S., & Mickelson R. A. (2016). Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools. American Journal of Education, 123, 203-241. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246. Bernstein-Yamashiro, B., & Noam, G. G. (2013). Teacher-student relationships: A growing field of study. New Directions for Student Leadership, 2013(137), 15–26. https://doi.org/ 10.1002/yd.20045. Billingsley, B. S. (2004). Promoting teacher quality and retention in special education. Journal of Learning Disabilities, 37(5), 370–376. Brezicha, K. F., Ikoma, S., Park, H., & LeTendre, G. K. (2020). The ownership perception gap: exploring teacher job satisfaction and its relationship to teachers’ and principals’ perception of decision-making opportunities. International Journal of Leadership in Education, 23(4), 428-456. Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods and Research, 21, 230–258. Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193 – 218. Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. Collie, R. J. (2021). A multilevel examination of teachers’ occupational commitment: The roles of job resources and disruptive student behavior. Social Psychology of Education, 1-25. Darling-Hammond, L., Furger, R., Shields, P. M., & Sutcher, L. (2016). Addressing California’s emerging teacher shortage: An analysis of sources and solutions. Learning Policy Institute. Day, C., & Hong, J. (2016). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, 59, 115-125. Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569. DiPerna, P., & Shaw, M. (2018). 2018 schooling in America: Public opinion on K–12 education with a special focus on parents and teachers. EdChoice. Retrieved from https://www.edchoice.org/wp-content/uploads/2018/12/2018-12-Schooling-In-America-by-Paul-DiPerna-and-Michael-Shaw.pdf Fan, W., Williams, C. M., & Corkin, D. M. (2011). A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors. Psychology in the Schools, 48(6), 632-647. Freiberg, E. J. (2014). Teacher-student relationships. In W. G. Scarlett (Ed.), The Sage encyclopedia of classroom management (pp. 825–827). Sage Publications. Goodman, J. F. (2009). Respect-due and respect-earned: Negotiating student-teacher relationships. Ethics and Education, 4(1), 3-17. Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research. Research Report. Wallace Foundation. Guramatunhu-Mudiwa, P., & Bolt, L. L. (2012). Does the gender of school personnel influence perceptions of leadership? School Leadership & Management, 32(3), 261-277. Hattie, J. (2009). Visible Learning: A Synthesis of 800 Meta-Analyses Relating to Achievement. Routledge. Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811–826. Hernández, T. J., & Seem, S. R. (2004). A safe school climate: A systematic approach and the school counselor. Professional School Counseling, 7(4), 256-262. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. Ingersoll, R. M. (2002). The teacher shortage: A case of wrong diagnosis and wrong prescription. National Association of Secondary School Principals. NASSP Bulletin, 86(631), 16–31 (Research Library No. 129252941). Jackson, C. K., & Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers. American Economic Journal: Applied Economics, 1(4), 85–108. Johnson, S. M., Kraft, M. A., & Papay, J. P. (2011). How context matter in high-need schools: The effect of teachers’ working conditions on their professional satisfaction and their students’ achievement. Harvard Graduate School of Education, The Project on the Next Generation of Teachers. Kudlats, J., & Brown, K. M. (2020). Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship. Journal of School Leadership, 1052684620923080. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer. Loukas, A., Suzuki, R., & Horton, K. D. (2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16(3), 491-502. McGrath, K. F., & Van Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes. Educational Research Review, 14, 1-17. Michaelowa, K. (2002). Teacher job satisfaction, student achievement, and the cost of primary education in Francophone Sub-Saharan Africa (No. 188). HWWA Discussion Paper. Murray, C. (2014). Assessment of teacher-student relationships. In W. G. Scarlett (Ed.), The Sage encyclopedia of classroom management (pp. 56–58). Sage Publications. Muthén, B. O., Muthén, L. K., & Asparouhov, T. (2017). Regression and mediation analysis using Mplus. Muthén & Muthén. O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24, 117–126. Renzulli, L., Macpherson, H. P., & Beattie, I. (2011). Racial mismatch and school type. Sociology of Education, 84(1), 23–48. Robinson, V., Lloyd, C. and Rowe, K. (2008), The impact of leadership on student outcomes: An analysis of the differential effects of leadership types, Educational Administration Quarterly, 44(5), 635-74. Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. Schwarz, G. (1978). Estimating the dimension of a model. The annals of statistics, 6(2), 461-464. Shen, B., McCaughtry, N., Martin, J. J., Fahlman, M., & Garn, A. C. (2012). Urban high-school girls’ sense of relatedness and their engagement in physical education. Journal of Teaching in Physical Education, 31(3), 231-245. Shepard, J., Salina, C., Girtz, S., Cox, J., Davenport, N., & Hillard, T. L. (2012). Student success: Stories that inform high school change. Reclaiming Children and Youth, 21(2), 48. Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession-What do teachers say? International Education Studies, 8(3), 181-192. Spilt, J. L., & Koomen, H. M. Y. (2009). Widening the view on teacher–child relationships: Teachers' narratives concerning disruptive versus non-disruptive children. School Psychology Review, 38, 86–101. Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of teacher Education, 62(4), 339-355. Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). Coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. (research brief). Learning Policy Institute. Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of educational research, 83(3), 357-385. Tucker, L. R., & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1–10. U. S. Department of Education. (2019). Teacher shortage areas nationwide listing (1990-1991 through 2017-2018). Retrieved from: https://tsa.ed.gov/#/reports U. S. Department of Education. (2019). Title II Data Collection, 2015. Retrieved from: https://title2.ed.gov/Public/DataTools/Files.aspx Van der Ploeg, J. D., & Scholte, E. M. (2003). Outcomes of treatment programs for youth with serious behavioral problems in residential settings: Final report. Veldman, I., Van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65. Wingspread, D. (2004). Wingspread declaration on school connections. Journal of School Health, 74(7), 233-234. Woods, A. M., & Weasmer, J. (2004). Maintaining job satisfaction: Engaging professionals as active participants. The Clearing House, 77(3), 118-121. Zakariya, Y. F. (2020). Investigating some construct validity threats to TALIS 2018 teacher job satisfaction scale: Implications for social science researchers and practitioners. Social Sciences, 9(4), 38.