Abstract
Teachers play an important role in the educational system. Teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress are four individual characteristics shown to be associated with tendency to turnover. In this article, data from the Teaching and Learning International Survey (TALIS) 2018 teacher questionnaire are analyzed, with the goal to understand the interplay amongst these four individual characteristics. The main purposes of this study are to (1) measure extreme response style for each scale using unidimensional nominal response models, and (2) investigate the kernel causal paths among teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress in the TALIS-PISA linked countries/economies. Our findings support the existence of extreme response style, the rational non-normal distribution assumption of latent traits, and the feasibility of kernel causal inference in the educational sector. Results of the present study inform the development of future correlational research and policy making in education.
Highlights
In recent years, teacher turnover has become an increasingly prominent issue surrounding the topic of teaching quality
The primary questions of this article are: (1) to what extent do the extreme response styles vary across different countries/economies and (2) what variation is evident in causalities amongst Teacher Self-Efficacy (TSE), job satisfaction (JS), school climate (SC), and workplace wellbeing and stress (WWS) across countries/economies? We propose the following hypotheses: H1
Three dimensions of TSE are operationalized by the Teaching and Learning International Survey (TALIS) 2018 team (OECD, 2019, p. 285): self-efficacy in classroom management (SECLS), self-efficacy in instruction (SEINS), and self-efficacy in student engagement (SEENG)
Summary
Teacher turnover has become an increasingly prominent issue surrounding the topic of teaching quality. Teachers’ perceptions of the school climate have been found to be a key predictor of teacher self-efficacy, job satisfaction, and sense of stress (e.g., Borg, 1990; Hoy and Woolfolk, 1993; Kim and Loadman, 1994; Collie et al, 2012; Wilson et al, 2020). Björnsson (2020) assessed the variations in Nordic teachers’ self-efficacy in multicultural classrooms using the Teaching and Learning International Survey (TALIS) 2018 data, in which the Kernel Causality in TALIS influences of workload stress, teacher-student relations, job satisfaction, and disciplinary climate were considered. The JSENV scale assesses the satisfaction of working at a specific school, the JSPRO scale focuses on a global evaluation of the decision to become a teacher, and the SATAT scale measures the self-report of teaching at a specific class
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