The Influencing Factors of Teachers’ Job Satisfaction and its Influence on Instructional Practices: Evidence from Korea TIMSS 2019
Keywords:
Job satisfaction, Instructional practice, TIMSS, Secondary school teacherAbstract
This paper investigates the factors influencing teachers' job satisfaction and its relationship with instructional practices. Grounded in the Job Demands–Resources Theory, the study employs partial least squares structural equation modeling to analyze data from 463 eighth-grade mathematics and science teachers using eTIMSS 2019 data from Korea. Job demands include challenges faced by teachers and those posed by students. Job resources encompass the school’s emphasis on academic success (from both teachers’ and others’ perspectives), the school environment (including school safety, student behavior, and school rules), and professional development (both past and anticipated). The dependent variables are teachers' job satisfaction and their instructional practices. The study finds that emphasis on academic success, school safety, student behavior, and past professional development are positively associated with higher job satisfaction. Additionally, there is a significant correlation between teachers’ instructional practices and their job satisfaction. Although student-related challenges such as disruptive behavior and lack of interest do not directly impact job satisfaction, teachers express concern about these issues. The findings underscore the importance of factors that enhance both teachers’ job satisfaction and instructional practices. By identifying key elements that contribute to satisfaction, this research provides insights to inform policy and practice in educational settings. Theoretical and practical implications are discussed, emphasizing the need for supportive school environments and professional development opportunities to sustain high levels of teacher satisfaction.
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