美国中学教师工作满意度影响因素的实证研究——基于TALIS数据库的HLM分析
An Empirical Study on Influencing Factors of Middle School Teachers’ Job Satisfaction in the US—An HLM Analysis Based on TALIS Dataset
DOI: 10.12677/AP.2023.1312735, PDF,   
作者: 刘 颖：江苏大学教师教育学院，教育测评循证研究中心，江苏 镇江；牛金鹏：曲阜师范大学教育学院，山东 曲阜
关键词: 教师工作满意度；影响因素；HLM；TALIS；美国；Teacher Job Satisfaction； Influencing Factors； HLM； TALIS； the US
摘要: 本文基于TALIS 2018美国数据库，采用描述统计和多层线性模型(HLM)的方法，分别从教师和学校两个层面来探究美国中学教师工作满意度的影响因素。研究结果表明：1) 美国中学教师工作满意度的校际差异显著；2) 在教师层面，自我效能感、合作、师生关系以及团体创新对教师工作满意度有显著的正向预测作用，教龄和学生行为压力对教师工作满意度有显著的负向预测作用；3) 在学校层面，学业压力性的校园氛围对教师工作满意度有显著的正向预测作用，协调特殊学生的教师缺乏对教师工作满意度有显著的负向预测作用；4) 分布式领导和合作的交互作用、课程自主权和团体创新的交互作用均对教师工作满意度存在显著正向影响。
Abstract: Based on TALIS 2018 data in the US, the article used methods of descriptive statistics and mul-ti-level linear model (HLM) to explore the influencing factors of middle school teachers’ job satisfac-tion from the two levels of teachers and schools respectively. The results show that: 1) There are significant inter-school differences in job satisfaction of middle school teachers in the US; 2) At the teacher level, self-efficacy, cooperation, teacher-student relationship and team innovation have sig-nificant positive predictive effects on teachers’ job satisfaction, while teaching experience and stu-dent behavior pressure have significant negative predictive effects on teachers’ job satisfaction. 3) At the school level, the campus atmosphere of academic stress has a significant positive predictive effect on teachers’ job satisfaction, and lack of special needs personnel has a significant negative predictive effect on teachers’ job satisfaction; 4) The interaction between distributed leadership and cooperation, and curriculum autonomy and group innovation all have significant positive ef-fects on teachers’ job satisfaction in the US.
文章引用：刘颖, 牛金鹏 (2023). 美国中学教师工作满意度影响因素的实证研究——基于TALIS数据库的HLM分析. 心理学进展, 13(12), 5782-5793. https://doi.org/10.12677/AP.2023.1312735

参考文献

[1] 陈纯槿(2017). 中学教师工作满意度影响因素的实证研究——基于PISA2015教师调查数据的分析. 教师教育研究, 29(2), 84-91, 41.
[2] 陈云英, 孙绍邦(1994). 教师工作满意度的测量研究. 心理学, (3), 146-149, 193.
[3] 董新良(2012). 中小学教师社会地位状况调查研究——以山西省为例. 教育理论与实践, 32(1), 24-28.
[4] 孔云(2011). 教师期待与学生学业成绩:基于班级层面的研究. 全球教育展望, 40(5), 40-44, 81.
[5] 李维, 许佳宾, 丁学森(2017). 义务教育教师工作满意度的实证研究——基于9省20县的调查. 现代教育管理, (1), 79-84.
[6] 刘进, 王静(2009). 什么影响美国高校教师教学满意度——基于对NSOPF调查数据的分析. 教师教育研究, 21(3), 75-80.
[7] 穆洪华, 胡咏梅, 刘红云(2016). 中学教师工作满意度及其影响因素研究. 教育学报, 12(2), 71-80.
[8] 汪雅霜, 付玉媛, 汪霞(2018). 小学教师工作满意度影响因素的实证研究——基于50所学校调查数据的分析. 当代教育科学, (9), 41-47.
[9] 肖庆业(2019). 农村小学教师工作满意度及其影响因素——基于多元有序Logistic回归模型的实证研究. 基础教育, 16(4), 69-77.
[10] 张佳(2019). 国际教师教育领域研究: 现状、热点与趋势——教师教育领域八种权威SSCI期刊的可视化分析. 教师教育研究, 31(2), 29-36.
[11] 杨明刚, 于思琪, 唐松林(2018). 如何提升教师吸引力: 欧盟的经验与启示. 湖南师范大学教育科学学报, 17(4), 84-92.
[12] 杨晴, 叶芃(2009). 美国高校教师工作满意度研究——基于对美国全国教师调查数据的分析. 高等工程教育研究, (6), 132-136.
[13] 赵必华(2011). 影响教师工作满意度的因素: 基于HLM的分析. 教育科学, 27(4), 30-34.
[14] Blomeke, S., Nilsen, T., & Scherer, R. (2021). School Innovativeness Is Associated with Enhanced Teacher Collaboration, Innovative Classroom Practices, and Job Satisfaction. Journal of Educational Psychology, 113, 1645-1667.[CrossRef] 
[15] Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum.
[16] Conley, S., & You, S. (2017). Key Influences on Special Education Teachers’ Intentions to Leave: The Effects of Administrative Support and Teacher Team Efficacy in a Mediational Model. Educational Management Administration & Leadership, 45, 521-540.[CrossRef] 
[17] Crossman, A., & Harris, P. (2006). Job Satisfaction of Secondary School Teachers. Educational Management Administration & Leadership, 34, 29-46.[CrossRef] 
[18] Dou, D., Devos, G., & Valcke, M. (2017). The Relationships between School Autonomy Gap, Principal Leadership, Teachers’ Job Satisfaction and Organizational Commitment. Educa-tional Management Administration & Leadership, 45, 959-977.[CrossRef] 
[19] Duyar, I., Gumus, S., & Sukru Bellibas, M. (2013). Multilevel Analysis of Teacher Work Attitudes: The Influence of Principal Leadership and Teacher Collaboration. International Journal of Educational Management, 27, 700-719.[CrossRef] 
[20] Ghavifekr, S., & Pillai, N. S. (2016). The Relationship between School’s Organizational Climate and Teacher’s Job Satisfaction: Malaysian Experience. Asia Pacific Education Review, 17, 87-106.[CrossRef] 
[21] Han, J. Y., Yin, H. B., Wang, J. J., & Zhang, J. (2020) Job Demands and Resources as Antecedents of University Teachers’ Exhaustion, Engagement and Job Satisfaction. Educational Psychology, 40, 318-335. [Google Scholar] [CrossRef] 
[22] Hoppock, R. (1935). Job Satisfaction. Harper.
[23] Hox, J. J. (2002). Multilevel Analysis: Techniques and Applications. Routledge.[CrossRef] 
[24] Ingersoll, R. M., & Smith, T. M. (2003). The Wrong Solution to the Teacher Shortage. Educational Leadership, 60, 30-34.
[25] IRIS (2020). Teacher Retention and Turnover. https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01
[26] Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement. Teachers College Record, 114, 1-39.[CrossRef] 
[27] Kapa, R., & Gimbert, B. (2018). Job Satisfaction, School Rule Enforcement, and Teacher Victimization. School Effectiveness and School Improvement, 29, 150-168.[CrossRef] 
[28] Klassen, R. M. (2010). Teacher Stress: The Mediating Role of Collective Efficacy Beliefs. Journal of Educational Research, 103, 342-350.[CrossRef] 
[29] Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional Competence of Teachers: Effects on Instructional Quality and Student Development. Journal of Educational Psychology, 105, 805-820.[CrossRef] 
[30] Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective Teacher Innovative-ness in 48 Countries: Effects of Teacher Autonomy, Collaborative Culture, and Professional Learning. Teaching and Teach-er Education, 106, Article ID: 103463.[CrossRef] 
[31] OECD (2019). TALIS 2018 Technical Report. TALIS, OECD Pub-lishing.
[32] Sass, D. A., Seal, A. K., & Martin, N. K. (2011). Predicting Teacher Retention Using Stress and Support Var-iables. Journal of Educational Administration, 49, 200-215.[CrossRef] 
[33] Shen, J. P., Leslie, J. M., Spybrook, J. K., & Ma, X. (2012). Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04. American Educational Research Journal, 49, 200-230.[CrossRef] 
[34] Skaalvik, E. M., & Skaalvik, S. (2021). Collective Teacher Culture: Exploring an Elusive Construct and Its Relations with Teacher Autonomy, Belonging, and Job Satisfaction. Social Psychology of Education, 24, 1389-1406.[CrossRef] 
[35] Song, K. O., Hur, E. J., & Kwon, B. Y. (2018). Does High-Quality Professional Development Make a Difference? Evidence from TIMSS. Compare: A Journal of Comparative and Interna-tional Education, 48, 954-972.[CrossRef] 
[36] Spilt, J. M., Koomen, M. Y., & Thijs, J. T. (2011). Teacher Wellbeing: The Importance of Teacher-Student Relationships. Educational Psychology Review, 23, 457-477.[CrossRef] 
[37] Tickle, B. R., Chang, M. D., & Kim, S. (2011). Administrative Sup-port and Its Mediating Effect on US Public School Teachers. Teaching and Teacher Education, 27, 342-349.[CrossRef] 
[38] Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher Job Sat-isfaction: The Importance of School Working Conditions and Teacher Characteristics. Educational Review, 73, 71-97.[CrossRef] 
[39] Torres, D. G. (2019). Distributed Leadership, Professional Col-laboration, and Teachers’ Job Satisfaction in U.S. Schools. Teaching and Teacher Education, 79, 111-123.[CrossRef] 
[40] Veldman, L., Admiraal, W., Tartwijk, J. V., Mainhard, T., & Wubbels, T. (2016). Veteran Teachers’ Job Satisfaction as a Function of Personal Demands and Resources in the Relationships with Their Students. Teachers and Teaching, 22, 913-926.[CrossRef] 
[41] Veldman, L., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job Satisfaction and Teacher-Student Relationships across the Teaching Career: Four Case. Teaching and Teacher Education, 32, 55-65.[CrossRef] 
[42] von der Embse, N. P., Sandilos, L. E., Pendergast, L., & Mankin, A. (2016). Teacher Stress, Teaching-Efficacy, and Job Satisfaction in Response to Test-Based Educational Accountability Poli-cies. Learning and Individual Differences, 50, 308-317.[CrossRef] 
[43] Woulfin, S. L., & Jones, B. (2021). Special Development: The Nature, Content, and Structure of Special Education Teachers’ Profes-sional Learning Opportunities. Teaching and Teacher Education, 100, Article ID: 103277.[CrossRef]