Abstract
The purpose of this study is to compare latent means of job satisfaction across participating countries in the 2018 Teaching and Learning International Survey. The mean comparison of this nature is sparse in the literature due to lack of cross-cultural construct validity of job satisfaction scales. We applied an alignment approach that can optimize this construct validity to compare the latent mean of 153,682 teachers across 48 countries. We found that Austria, Chile, Spain, Canada, and Argentina form the top countries with highly job-satisfied teachers while the least job-satisfied teachers are from Bulgaria, England, Portugal, Saudi Arabia, and Malta. Our findings provide potential cues to policymakers/education stakeholders on which country to emulate such that teacher job satisfaction can be improved.
Highlights
Teachers’ evaluations of their teaching profession have become increasingly important in recent times
Our goal is to report empirical evidence based on what the data say which could serve a potential cue to policy makers and other education stakeholders on the right country to emulate in improving teacher job satisfaction
Job satisfaction is a self-evaluation of the teaching profession by the teachers themselves which influences many other factors such as quitting intention, absenteeism, perceived distribution school leadership, burnout, overall teaching efficacy, etc. (Torres, 2019)
Summary
Teachers’ evaluations of their teaching profession have become increasingly important in recent times. Teacher job satisfaction has been identified among other indicators of effective teachers and teaching (Klassen & Tze, 2014) It has been defined as “the sense of fulfilment and gratification that teachers experience through their work as a teacher” Cameron and Lovett (2015) reported a nine year longitudinal study involving 57 school teachers who were initially identified with enthusiastic determination of ‘making a difference’ in their teaching profession. They investigated the influence of job satisfaction in sustaining this commitment over the years. It was found that teachers with high sense of job satisfaction were able to sustain this commitment and preferred to be in schools where a serene environment is created that fosters their job satisfaction (Cameron & Lovett, 2015)
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