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Job satisfaction of teachers and their principals in relation to climate and student achievement
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posted on 2020-01-01, 00:00 authored by T Dicke, H W Marsh, P D Parker, J Guo, Phil RileyPhil Riley, J WaldeyerJob satisfaction is important for employee well-being and retention, which are both crucial for highstrained 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.
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Journal
Journal of educational psychologyVolume
112Issue
5Pagination
1061 - 1073Publisher
American Psychological AssociationLocation
Washington, D.C.Publisher DOI
ISSN
0022-0663eISSN
1939-2176Language
engPublication classification
C1.1 Refereed article in a scholarly journalUsage metrics
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