Exploration of Predictors for Korean Teacher Job Satisfaction via a Machine Learning Technique, Group Mnet.

Jin Eun Yoo,Minjeong Rho

doi:10.3389/fpsyg.2020.00441

Abstract

Despite the high academic achievements of Korean students in international comparison studies, their teachers’ job satisfaction remains below the Organization for Economic Co-operation and Development (OECD) average. As job satisfaction is one of the major factors affecting student achievement as well as student and teacher retention, the identification of the most important satisfaction predictors is crucial. The current study analyzed data from the OECD 2013 Teaching and Learning International Survey (TALIS) via machine learning. In particular, group Mnet (a penalized regression method) was employed in order to consider hundreds of TALIS predictors in one statistical model. Specifically, this study repeated 100 times of variable selection after random data-splitting as well as cross-validation, and presented predictors selected 50% of the time or more. As a result, 18 predictors were identified out of 558, including variables relating to collaborative school climates and teacher self-efficacy, which was consistent with previous research. Newly found variables to teacher job satisfaction included items about teacher feedback, participatory school climates, and perceived barriers to professional development. Suggestions and future research topics are discussed.

Highlights

Korea has consistently been one of the top-ranked countries in terms of students’ academic achievement in international comparison studies, including Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA)
While the number of selected variables differed across penalized regression techniques, the RMSEs of them were similar in range, means, and SDs
Job satisfaction of teachers relates to education outcomes and can eventually lead to national academic competitiveness (Jung, 2009)

Summary

Introduction

Korea has consistently been one of the top-ranked countries in terms of students’ academic achievement in international comparison studies, including Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA). Confucianism, Korea’s overarching ideology for centuries, appears to have contributed to its students’ high achievement. Teachers are granted elevated social status, while students are expected to respect and obey their teachers (Tan, 2017). An old Korean proverb, “Do not even step on the shadow of a teacher,” is one example of how teachers are respected as authority figures. Despite Korea’s successful economic transformation to industrialization in the late 20th century and updates to its list of preferred occupations, the teaching profession remains one of most respected occupations in terms of social recognition and job stability.

Methods

Results

Discussion

Conclusion