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

Soe, H. and Alegado, Paul-John ORCID: https://orcid.org/0000-0002-2913-6089 (2024) The Impacts of School Climate on Teachers’ Job Satisfaction: An Analysis of Teaching and Learning International Survey (TALIS) 2018 National Data. Journal of Theoretical Educational Science, 17 (3). pp. 676-697. ISSN 1308-1659; e-ISSN: 1308-1659

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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.

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