Abstract
ABSTRACT This study aims to analyze how selected student and school factors may affect teacher job satisfaction, in addition to teacher factors, through multilevel regression and commonality analysis of U.S. data from the Teaching and Learning International Survey (TALIS) 2013. In the overall model of teacher job satisfaction, the factors of low achievers, behavioral problems, SES, classroom discipline climate, school location, principal job satisfaction, school autonomy for instruction, participation among stakeholders, experience, teacher self-efficacy, teacher-student relationship, teacher cooperation, and effective professional development are important predictors for teacher job satisfaction based on the values of beta weights and structure coefficients. Furthermore, the commonality analysis reveals that student, school, and teacher factors uniquely contribute 4.19%, 7.07%, and 6.41% of variance, respectively. Findings provide significant implications for educational policies on teacher job satisfaction and retention.
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