Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality
Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this asso...
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| Veröffentlicht in: | British educational research journal 2023-06, Vol.49 (3), p.476-498 |
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| container_title | British educational research journal |
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| creator | Harrison, Mark G. King, Ronnel B. Wang, Hui |
| description | Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher–student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student–teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom‐level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms. |
| doi_str_mv | 10.1002/berj.3851 |
| format | Article |
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This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher–student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student–teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom‐level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms.</description><identifier>ISSN: 0141-1926</identifier><identifier>EISSN: 1469-3518</identifier><identifier>DOI: 10.1002/berj.3851</identifier><language>eng</language><publisher>London: Wiley</publisher><subject>Academic achievement ; Administrator Surveys ; Asian Culture ; Classrooms ; Cognition ; Correlation ; Cross Cultural Studies ; Cultural Context ; Cultural Differences ; Cultural instruction ; Cultural values ; Educational Quality ; Foreign Countries ; instructional quality ; Job Satisfaction ; Learning ; Outcomes of Education ; Sociocultural factors ; Structural equation modeling ; Student teacher relationship ; Students ; student–teacher relationships ; TALIS ; Teacher Attitudes ; Teacher Effectiveness ; Teacher Student Relationship ; Teacher Surveys ; Teachers ; Teaching ; Teaching methods ; Western Civilization</subject><ispartof>British educational research journal, 2023-06, Vol.49 (3), p.476-498</ispartof><rights>2023 British Educational Research Association.</rights><rights>Copyright © 2023 British Educational Research Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3191-fbac4baed1d5509edf87374bf8f4028ae9140530d38223c2c0f66f761d33ca1a3</citedby><cites>FETCH-LOGICAL-c3191-fbac4baed1d5509edf87374bf8f4028ae9140530d38223c2c0f66f761d33ca1a3</cites><orcidid>0000-0001-7557-4744 ; 0000-0003-4722-4776 ; 0000-0003-1723-1748</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fberj.3851$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fberj.3851$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1416,27923,27924,33773,45573,45574</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1380438$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Harrison, Mark G.</creatorcontrib><creatorcontrib>King, Ronnel B.</creatorcontrib><creatorcontrib>Wang, Hui</creatorcontrib><title>Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality</title><title>British educational research journal</title><description>Instructional quality is associated with better academic outcomes for students. This study aimed to investigate how teachers' job satisfaction was associated with clarity of instruction and cognitive activation as measures of instructional quality. In addition, we investigated whether this association between teachers' job satisfaction and instructional quality was mediated by teacher–student relationships. Drawing on the 2018 Teaching and Learning International Survey (TALIS), we compared participants from both Eastern (N = 27,106; Japan, Taipei, Korea, Shanghai) and Western sociocultural contexts (N = 20,209; Canada, Australia, New Zealand, United States, United Kingdom). Multilevel structural equation modelling results indicated that teachers' job satisfaction was positively associated with instructional quality across Eastern and Western settings. The relationship between teachers' job satisfaction and instructional quality was partially mediated by better student–teacher relationships. There were some differences between the cultural settings in how job satisfaction correlated with clarity of instruction and cognitive activation. We suggest that these differences may be accounted for by cultural characteristics leading to different approaches to teaching. Our results suggest that teachers' job satisfaction and the quality of classroom‐level relationships may be important indicators of positive instructional outcomes. While schools focus on student outcomes, they should also address teachers' job satisfaction and prioritise the importance of relationships between teachers and students in classrooms.</description><subject>Academic achievement</subject><subject>Administrator Surveys</subject><subject>Asian Culture</subject><subject>Classrooms</subject><subject>Cognition</subject><subject>Correlation</subject><subject>Cross Cultural Studies</subject><subject>Cultural Context</subject><subject>Cultural Differences</subject><subject>Cultural instruction</subject><subject>Cultural values</subject><subject>Educational Quality</subject><subject>Foreign Countries</subject><subject>instructional quality</subject><subject>Job Satisfaction</subject><subject>Learning</subject><subject>Outcomes of Education</subject><subject>Sociocultural factors</subject><subject>Structural equation modeling</subject><subject>Student teacher relationship</subject><subject>Students</subject><subject>student–teacher relationships</subject><subject>TALIS</subject><subject>Teacher Attitudes</subject><subject>Teacher Effectiveness</subject><subject>Teacher Student Relationship</subject><subject>Teacher Surveys</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching methods</subject><subject>Western Civilization</subject><issn>0141-1926</issn><issn>1469-3518</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>BHHNA</sourceid><recordid>eNp1kF1LwzAUhoMoOKcX_gAh4JUX3ZImbVPvdMyPMRB0Xoc0PXEptd2SlrF_b9v5ceXV4Zz34eHwInRJyYQSEk4zcMWEiYgeoRHlcRqwiIpjNCKU04CmYXyKzrwvCCGxiNMR2rypxnpjIccNKL0G57FygD_q-u9yi1drwMr7WtsOryucQbMDqH4IXNQZ9oNJ6QFQVY5t5RvXDrsq8bZVpW325-jEqNLDxfcco_eH-Wr2FCxfHp9nd8tAM5rSwGRK80xBTvMoIinkRiQs4ZkRhpNQKEgpJxEjORNhyHSoiYljk8Q0Z0wrqtgYXR-8G1dvW_CNLOrWdY94GYqQR0kScdFRNwdKu9p7B0ZunP1Ubi8pkX2hsi9U9oV27NWBBWf1LzdfUCYIZ71resh3toT9_yJ5P39dDMYvVnODUA</recordid><startdate>202306</startdate><enddate>202306</enddate><creator>Harrison, Mark G.</creator><creator>King, Ronnel B.</creator><creator>Wang, Hui</creator><general>Wiley</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7U4</scope><scope>8BJ</scope><scope>BHHNA</scope><scope>DWI</scope><scope>FQK</scope><scope>JBE</scope><scope>WZK</scope><orcidid>https://orcid.org/0000-0001-7557-4744</orcidid><orcidid>https://orcid.org/0000-0003-4722-4776</orcidid><orcidid>https://orcid.org/0000-0003-1723-1748</orcidid></search><sort><creationdate>202306</creationdate><title>Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality</title><author>Harrison, Mark G. ; 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| ispartof | British educational research journal, 2023-06, Vol.49 (3), p.476-498 |
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| source | Sociological Abstracts; EBSCOhost Education Source; Wiley Online Library All Journals |
| subjects | Academic achievement Administrator Surveys Asian Culture Classrooms Cognition Correlation Cross Cultural Studies Cultural Context Cultural Differences Cultural instruction Cultural values Educational Quality Foreign Countries instructional quality Job Satisfaction Learning Outcomes of Education Sociocultural factors Structural equation modeling Student teacher relationship Students student–teacher relationships TALIS Teacher Attitudes Teacher Effectiveness Teacher Student Relationship Teacher Surveys Teachers Teaching Teaching methods Western Civilization |
| title | Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality |
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