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ABSTRACT
This study used the data from the TALIS 2018 to explore how teacher job satisfaction is affected by factors at the teacher-level (e.g., teacher motivation and teachers’ perceived disciplinary climate) and school-level (e.g., school delinquency and violence) simultaneously. The HLM results showed that both the school- and teacher-level factors were significantly related to teacher job satisfaction. These findings were discussed in relation to Chinese educational contexts.
Disclosure statement
No potential conflict of interest was reported by the authors.
Note
1.ISCED (International Standard Classification of Education) level was published in 2012 (ISCED-2011) to serve as an instrument suitable for assembling, compiling and presenting statistics of education both within individual countries and internationally. For detailed information, see the TALIS 2018 conceptual framework (OECD Citation2019b), starting from p.8.
Additional information
Notes on contributors
Shujie Liu
Shujie Liu is a professor at College of Education, Qufu Normal University, China. She received her Ph.D. from Louisiana State University with emphasis on school effectiveness. Her research interests include effective teaching, teacher evaluation and cross-cultural educational research.
Jared W. Keeley
Jared W. Keeley is an associate professor at the Department of Psychology, Virginia Commonwealth University, USA. His primary research interest involves the classification of psychopathology, especially concerning mental health professionals’ use of the diagnostic system.
Yongying Sui
Yongying Sui is an undergraduate student at College of Education, Qufu Normal University, China. Her research interests are teacher education and cross-cultural educational research.