Abstract
Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact of various aspects of professional development for teachers (as well as interactions of these aspects) on job satisfaction. The main goal is to disentangle the interactions between need for and participation in professional development activities, allowing more detailed and precise analyses that may lead to a better substantiated understanding of the mechanisms at work. We use data from the 2018 wave of the OECD’s Teaching and Learning International Survey (TALIS). The hierarchical data structure of teachers nested in schools, nested in regions requires the use of appropriate estimation techniques: multilevel or hierarchical linear modelling (HLM). We find a significant positive relationship between job satisfaction and need for professional development for teaching diversity and special needs, which is (negatively) moderated by the number of professional development activities a teacher had participated in. Another indicator, measuring the need for professional development in subject matter and pedagogy, shows a significant negative relationship with job satisfaction and is (positively) moderated by the amount of professional development.
Highlights
It is widely acknowledged that teachers and teacher quality are a crucial factor in the learning process and learning outcomes of students [1,2,3,4,5]
In order to analyze the relationship between teacher job satisfaction and professional development participation and needs, we will use data from Teaching and Learning International Survey (TALIS) 2018, which was collected by OECD [56], and estimate a multilevel model
It should be stressed that the data used in this study are crosssectional and non-experimental, so strict causal inference and hard causal claims are difficult to make; for example, some degree of reversed causality or selection effects cannot be ruled out
Summary
It is widely acknowledged that teachers and teacher quality are a crucial factor in the learning process and learning outcomes of students [1,2,3,4,5]. In many countries, there is increasing tension in the teacher labor market, leading to shortages of teachers. A recent overview identifies 35 education systems (countries and/or regions) across Europe with a shortage of teachers [6]. Teacher Turnover Teacher turnover and teacher shortages may lead to several negative consequences, e.g., on teacher quality, student learning and performance, school effectiveness, and on educational costs [7,10,11,12,13]. It should be acknowledged that teacher turnover does not necessarily have to be harmful, e.g., if the least effective teachers would resign [14], the average quality of those staying could increase. Krieg [16] finds that better performing women teachers are less likely to resign [16]
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