What aspects of school climate matter most to Asian teachers’ job satisfaction and well-being? evidence from the TALIS 2018

Abstract

Background/Context: The level of satisfaction and well-being teachers experience are important determinants of teaching effectiveness and their decision to stay in the profession. Although school climate is generally associated with teacher outcomes, identifying the aspects that matter most to teacher satisfaction and well-being could contribute to the formulation of more targeted policies. Purpose/Objective/Research Question/Focus Of Study: The present study focused on the relatively underexplored samples of teachers from five selected Asian societies (Japan, South Korea, Shanghai, Singapore, and Taipei [total n = 30,386]) to identify the aspects of school climate that matter most to their job satisfaction and well-being. Research Design: A cross-sectional study was conducted using data from the Teaching and Learning International Survey 2018. Multilevel analyses were performed to find out which teacher- and school-level school climate indicators predict teachers’ job satisfaction and well-being in the five Asian societies. Conclusions/Recommendations: Disciplinary climate and participation among stakeholders were consistent predictors of both job satisfaction and workplace well-being and stress, whereas teacher–student relations consistently predicted job satisfaction across the societies. Teacher-level, compared to school-level, school climate indicators were better determinants of Asian teachers’ job satisfaction and well-being in all five societies. This suggests that greater attention should be given to proximal aspects of school climate and teachers’ perceptions about it. These findings can be considered when formulating policies in these contexts.