Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

2017 ◽  
Vol 123 (2) ◽  
pp. 203-241 ◽  
Author(s):  
Neena Banerjee ◽  
Elizabeth Stearns ◽  
Stephanie Moller ◽  
Roslyn Arlin Mickelson
Keyword(s):  
Job Satisfaction ◽  
Student Achievement ◽  
Teacher Collaboration ◽  
Professional Community ◽  
Teacher Job Satisfaction ◽  
Teacher Professional Community ◽  
Teacher Professional ◽  
Roles Of Teacher

Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement

2021 ◽  
pp. 174114322110341
Author(s):  
Nedim Özdemir ◽  
Feyza Gün ◽  
Ahmet Yirmibeş
Keyword(s):  
Student Achievement ◽  
Parental Involvement ◽  
Structural Equation ◽  
Professional Community ◽  
Mediating Effect ◽  
Student Survey ◽  
Teacher Professional Community ◽  
Leadership And Student Achievement ◽  
Teacher Professional ◽  
The Impact

This paper examines the links between learning–centred leadership and student achievement through the mediating effect of teacher professional community and parental involvement. Using teacher and student survey data collected from 79 lower secondary Turkish schools in 12 provinces across the country in 2019, this study employs multilevel structural equation modelling. The findings of the current study add to the growing knowledge base in the non-western societies, revealing the impact of principals’ leadership on school processes and outcomes in Turkey. The study suggests that principals have a crucial role in improving student achievement by enhancing situations in which teachers work, namely, organisational and family paths. It suggests that principals’ leadership practices still matter for teacher professional community and parental involvement in non-western countries. Implications for policy, practice and further research are discussed.

Collective Pedagogical Teacher Culture and Teacher Satisfaction

2015 ◽  
Vol 117 (8) ◽  
pp. 1-32
Author(s):  
Elizabeth Stearns ◽  
Neena Banerjee ◽  
Stephanie Moller ◽  
Roslyn Arlin Mickelson
Keyword(s):  
Job Satisfaction ◽  
Organizational Culture ◽  
Hierarchical Linear Modeling ◽  
Teacher Collaboration ◽  
Professional Community ◽  
Teacher Job Satisfaction ◽  
Professional Communities ◽  
Linear Modeling ◽  
Teacher Control ◽  
Early Childhood Longitudinal Survey

Background/Context Teacher job satisfaction is critical to schools’ success. As organizations, schools need teachers who are satisfied with their jobs and who work with one another to build school community and increase student achievement. School organizational culture shapes teacher job satisfaction in many ways, but it is still unclear which facets of organizational culture have the greatest influence on teacher job satisfaction and whether some of these facets may have moderating effects on others. Purpose of Study This study investigates the association among two aspects of organizational culture (professional community and teacher collaboration), teacher control over school and classroom policy, and teacher job satisfaction. We use the term Collective Pedagogical Teacher Culture to refer to those schools with strong norms of professional community and teacher collaboration. Research Design We use a nationally representative sample of U.S. kindergarten teachers from the Early Childhood Longitudinal Survey in 1998–1999 and hierarchical linear modeling to examine the association between aspects of school organizational culture and teacher job satisfaction. Findings We find that professional community, collaboration, and teacher control are predictive of satisfaction and they also have interactive influences. The association between teacher collaboration and job satisfaction, as well as that between control over classroom policy and job satisfaction, is most pronounced in schools with weaker professional communities. Recommendations Future reform efforts that foster greater professional communities, teacher collaboration, and control over classrooms can exist alongside more conventional reforms such as raising curricular standards and instituting greater accountability. Fostering a strong teacher pedagogical culture will help to bolster teacher job satisfaction.

Influence of teacher collaboration on job satisfaction and student achievement

2017 ◽  
Vol 67 ◽  
pp. 227-236 ◽  
Author(s):  
Philip M. Reeves ◽  
Wik Hung Pun ◽  
Kyung Sun Chung
Keyword(s):  
Job Satisfaction ◽  
Student Achievement ◽  
Teacher Collaboration

Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model

2020 ◽  
pp. 174114322097128
Author(s):  
Joo-Ho Park ◽  
North Cooc ◽  
Kang-Ho Lee
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
Empirical Studies ◽  
Teacher Job Satisfaction ◽  
Policy Implications ◽  
Professional Commitment ◽  
Teacher Influence ◽  
Schools And Staffing Survey ◽  
Teacher Professional ◽  
Multivariate Multilevel Model

Research shows teacher influence in school decision-making is related to improving individual job satisfaction and professional commitment. However, few empirical studies investigate how different domains of school decision-making may have a distinct relationship with both individual teacher job satisfaction and professional commitment. Using the Schools and Staffing Survey 2011–2012 and the National Teacher and Principal Survey 2015–2016 which are national samples of U.S. primary and secondary schools, this study examines teacher influence in managerial and instruction domains of school decision-making and whether both are associated with job satisfaction and professional commitment. Results showed that teacher influence in the instruction domain has a statistically stronger relationship with teacher professional commitment than job satisfaction. In contrast, teacher influence in the managerial domain of school decision-making has a statistically stronger relationship with teacher job satisfaction than professional commitment. The results have policy implications for involving teachers in school decision-making and improving their overall job satisfaction.

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