Factors Predicting Teachers’ Job Satisfaction in Korean Secondary Schools
DOI:
https://doi.org/10.47750/pegegog.13.03.29Keywords:
Teachers Job Satisfaction, Necessary Condition, Sufficient Condition, Fuzzy-set Qualitative Comparative Analysis(fsQCA)Abstract
This research aims to reveal the combinations of conditions leading to Korean teacher job satisfaction. The data of this study are derived from the 2018 Teaching and Learning International Survey (TALIS). Teacher job satisfaction was approached as a composite scale with two dimensions: job satisfaction with profession and job satisfaction with work environment. The explanatory variables were preparation for pedagogical content knowledge, teacher self-efficacy in general, teacher self-efficacy in multicultural classrooms, teachers' innovative climate, teacher-student relations, social perceptions of teacher value, and professional development barriers. The findings using fsQCA are as follows; 1) the presence of social perceptions of teacher value is a necessary condition for a high level of job satisfaction with the profession. 2) Four distinct paths were extracted to explain the high level of job satisfaction with the profession. 3) Four distinct paths were shown clearly to explain the low level of job satisfaction with the profession. 4) None of the conditions is a necessary condition for job satisfaction with the work environment. 5) Five distinct paths were singled out to explain the high level of job satisfaction with the work environment. 6) Three distinct paths were identified to explain the low level of job satisfaction with the work environment. The findings revealed Korean teacher job satisfaction in multicultural secondary schools by outlining several combinations of factors that lead to paths explaining job satisfaction with profession and job satisfaction with work environment. Some implications and a few recommendations to improve teacher job satisfaction are suggested.
Downloads
References
Abdulahi, B.(2020). Determinant of Teachers’ Job Satisfaction: School Culture Perspective. HUMANIORA, 3(2), 151-162
AL-Jadidi N.A.A. (2022). Job Satisfaction among Early Childhood Female Teachers and its Impact on Professional Commitment. Pegem Journal of Education and Instruction, 12(3), 111-129. doi: 10.47750/pegegog.12.03.14
Ang, L. & Eisend, M. (2017). Single versus Multiple Measurement of Attitudes: An Analysis of Advertising Studies. Journal of Advertising Research, 58(2). 218-227.
Bahçıvan, E. (2012). Assessment of High School Physics Teachers’ Pedagogical Content Knowledge Related to the Teaching of Electricity [Ph.D. - Doctoral Program]. Middle East Technical University
Bergkvist, L. & Rossiter, J. R. (2007). The Predictive Validity of Multiple-Item versus Single-Item Measures of the Same Constructs. Journal of Marketing Research, 44 (2), 175-184.
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy Beliefs as Determinants of Teachers’ Job Satisfaction. Journal of Educational Psychology, 95(4), 821-832.
Čech, T., Cakirpaloglu, S. D., & Gillová, A., (2021). Job Satisfaction and Risk of Burnout in Special Needs Nursery School Teachers. Cypriot Journal of Educational Science. 16(5), 2353-2367. doi: 10.18844/cjes.v16i5.6350
Choi, Y., Kwon, J., Kim, G. & Park, J. (2013), Influences of Schoolmaster's Transformational Leadership on Teacher's Followership and Job Satisfaction. The Journal of Society for Humanities Studies in East Asia, 24, 363-389
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, 1189-1204.
Fornell, C. & Larcker, D.F.(1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18 (1), 39-50.
Fuming, X., & Jiliang, S. (2008). Research on Job Satisfaction of Elementary and High School Teachers and Strategies to Increase Job Satisfaction. Chinese Education and Society, 40(5), 86-96.
Gkolia, A., & Belias, D. & Koustelios, A. (2014). Teachers Job Satisfaction and Self-Efficacy: A Review. European Scientific Journal, 10(22), 321-342
Glock, S., Kleen, H., & Morgenroth, S. (2019). Stress among Teachers: Exploring the Role of Cultural Diversity in Schools. Journal of Experimental Education, 87(4), 696-713.
Greckhamer, T., Vilmos F., & Fiss, C. (2013), The two QCAs: From a Small-N to a Large-N Set-Theoretic Approach. doi: 10.1108/S0733-558X(2013)0000038007
Hair, J. F., Black, W. C., Balin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th Edition). https://www.pdfdrive.com/multivariate-data-analysis-7th-edition-d156708931.(accessed on 28. July. 2020)
Herzberg, F. (1964). The Motivation-Hygiene Concept and Problems of Manpower. Personnel Administration, 27, 3-7.
Hwang, Y.(2012). The Effect of Socio-Demographic Variables, Self-Efficacy and Organizational Support on the Job Satisfaction of Middle School Teachers. Korean Education Inquiry, 30(2), 1-21
Kapsali, M. (2012). Equifinality in Project Management Exploring Causal Complexity in Projects. Systems Research and Behavioral Science, 30(1), 2-14. doi: 10.1002/sres.2128,
Kim, H. & An, J. (2018). The Relationship among Teaching Belief, Pedagogical Content Knowledge and Job Satisfaction of Leisure Sports Instructor. Sport Science, 35(2), 81-88
Klassen, R. & Chiu, M. (2010). Effects on Teachers' Self-efficacy and Job Satisfaction: Teacher Gender,Years of Experience, and Job Stress. Journal of Educational Psychology, 102. 741-756.
Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ Collective Efficacy,Job Satisfaction, and Job Stress in Cross-cultural Context. The Journal of Experimental Education, 78, 464-486.
Kouni, Z., Koutsoukos, M., & Panta, D. (2018). Transformational Leadership and Job Satisfaction: The Case of Secondary Education Teachers in Greece. Journal of Education and Training Studies, 6. 10.11114/jets.v6i10.3451.
Lee, J. & Lee, I. (2010). An Analysis of the Structural Relationship among Teachers' Work Load, Job Satisfaction, Organizational Commitment, Teachers’ Professionalism and Schools' Educational Outcomes. The Journal of Korean Teacher Education, 27(2), 25-52.
Lee, J. & You, J. (2020). The Structural Relationship among Teacher Learning Community’s Climate, Teacher Efficacy, Teacher Satisfaction, and Teacher Burnout. The Journal of Korean Teacher Education, 37(1), 109-134.
Lee, S., Kang, D., & Kim, K. (2017). The Effects of Individual and Environmental Characteristics of Secondary School Teachers on Teacher Efficacy and Job Satisfaction. Journal of the Korea Convergence Society, 8(6), 171-180.
Lee, Y. & Cho, M. (2005). A Study on Actual Condition of Child Care Teacher for Enhancing Professionalization. The Journal of Korea Open Association for Early Childhood Education, 10(1), 41-67
Lee, Y. (2007). The Effects of School Characteristics on Teacher's Organizational Commitment and Job Satisfaction. The Journal of Korean Teacher Education, 24(1), 125-147.
León, H. C. R., Navarro, E. R., Meléndez, L. V., Salazar, T. R. M., Yuncor, N. R. C., & María, E. M. M. (2021). Job Satisfaction Factors in Secondary School Teachers, Public and Private Institutions in a Peruvian Region. Cypriot Journal of Educational Science, 16(6), 3317-3328. doi: 10.18844/cjes.v16i6.6566
Meagher, T. (2011). An Investigation of the Relationships of Teacher Professional Development, Teacher Job Satisfaction, and Teacher Working Conditions. Dissertations. Loyola Unoversity: Chicago, https://ecommons.luc.edu/luc_diss/68.
Naz, S. (2017). Factors Affecting Teachers Job Satisfaction. Market Forces, 12(2), 44-59.
OECD (2019). TALIS 2018 and TALIS Starting Strong 2018 User Guide.
OECD (2019). Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework. OECD Education Working Paper No. 187.
O’Shea, C. M. (2021). How Relationships Impact Teacher Job Satisfaction. International Journal of Modern Education Studies, 5(2), 280-298. doi: 10.51383/ijonmes.2021.114
Ragin, C. C. (2006). Set Relations in Social Research: Evaluating their Consistency and Coverage. Political Analysis, 14(3), 291-310
Ragin, C. C. (2008). Redesigning Social Inquiry: Fuzzy Sets and Beyond. Chicago: University of Chicago Press.
Rapti, E. & Karaj, T. (2012). The Relationship between Job Satisfaction, Demographic and School Characteristics among Basic Education Teachers in Albania. Problems of education in the 21st century, 45, 73-80
Samusevica, A. & Striguna, S. (2017). The Development of Teachers' Pedagogical Competence in the Process of Self-education at the University. Journal on Lifelong Education and Leadership, 3(2), 39-46,
Schneider, C. Q. & Wagemann, C. (2012). Set-theoretic Methods for the Social Sciences: A Guide to Qualitative Comparative Analysis. Cambridge: Cambridge University Press
Tatar, M. & Horenczyk, G. (2003), Diversity-Related Burnout among Teachers. Teaching and Teacher Education, 19, 397–408
Tien, T. (2018). Determinants of Job Satisfaction among Teachers in Vietnam. Journal of Education & Social Policy, 5(1), 65-76.
Veldman, I., 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.
Yildiz, N. G. (2021). Collaborative Leadership in the School Community: School Counselors and Principals Join Forces for Linguistically Diverse Students. Journal on Lifelong Education and Leadership, 7(2), 14-26
Yoo, J. & Rho, M (2020), Exploration of Predictors for Korean Teacher Job Satisfaction via a Machine Learning Technique, Group Mnet. Frontiers in Psychology. 11( 441)
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, 10.
Zembylas, M. & Papanastasiou, E. (2006). Sources of Teacher Job Satisfaction and Dissatisfaction in Cyprus. Compare, 36(2), 229–247.
https://en.yna.co.kr/view/AEN20200217003000315, February 17, 2020
https://www.koreatimes.co.kr/www/nation/2020/02/177_283565.html.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
