The Role of Teacher Autonomy, School Climate, and “Perceptions of Value & Policy Influence” in Predicting Lower Secondary School Teachers’ Job Satisfaction in South Africa

Abstract

ABSTRACT Globally, education holds significant value, placing substantial expectations on its key players – teachers. However, the effectiveness of teachers depends largely on their job satisfaction, a factor intricately linked to commitment and the decision to persist in the teaching profession. This study, utilizing self-determination theory, explores the predictive role of teacher autonomy, disciplinary climate, teacher-student relations, participation among stakeholders, and “perceptions of value & policy influence” (independent variables) in relation to job satisfaction (dependent variable) among lower secondary school teachers in South Africa. Data from the OECD 2018 Teaching and Learning International Survey (TALIS) were analyzed using Pearson’s correlation and hierarchical multiple regression. Except for disciplinary climate, the results revealed significant positive associations between the independent variables and job satisfaction. Notably, teacher autonomy predicted variations in job satisfaction ranging from 3% to 5%, whereas the combined school climate factors predicted variations between 5% and 28%. Teachers’ perceptions of value and policy influence also predicted variations, ranging from 0.4% to 3.0%. These findings underscore the importance of fostering teacher autonomy, cultivating a positive school climate, and actively involving teachers in policy discussions to enhance job satisfaction. These insights provide valuable guidance for principals, policymakers, and stakeholders in creating supportive environments for educators.