Teacher Job Satisfaction and Perceptions of Societal Value: Results From Teaching and Learning International Survey 2013

• In Event: 33.038 - National and International Perspectives on Teacher Satisfaction and Working Conditions

Abstract

Purpose:
The United States participated in the Teaching and Learning International Survey (TALIS) for the first time in 2013 along with 33 other countries and education systems. TALIS is the largest international survey of teachers, focusing on working conditions and school learning environments. Coordinated by the Organization for Economic Cooperation and Development (OECD), TALIS administered surveys to nationally representative samples of teachers and principals at the lower secondary level (grades 7, 8, and 9 in the United States). TALIS seeks to increase understanding of multiple aspects of teachers’ experiences and practices to facilitate greater understanding of the teaching profession and to promote conditions for high-quality teaching and learning. This paper presents findings from TALIS 2013 on teacher job satisfaction in the U.S. in an international context.

Perspective or Theoretical Framework:
Teacher job satisfaction impacts a number of areas critical to educators and policymakers interested in creating a high-quality teacher workforce. Job satisfaction plays a key role in teachers’ attitudes and efforts in their daily work with children (Caprara et al., 2003), as well as impacts teacher recruitment, retention and development and, by extension, the learning of students (Klassen et al., 2009; Price and Collett, 2013; Somech and Bogler, 2002; Brief and Weiss, 2002).

Methods and Techniques, or Modes of Inquiry:
The analysis includes descriptive statistics and crosstabs highlighting several aspects of teacher job satisfaction using the TALIS 2013 teacher and principal survey data. The teacher survey asked questions focused around two job satisfaction indices: i) satisfaction with the current work environment and ii) satisfaction with the profession. Multivariate analyses examine the relationship of teacher characteristics and experiences, student body characteristics, and school characteristics on teacher satisfaction in the United States.

Data Sources:
TALIS 2013 teacher and principal surveys from 34 education systems.

Preliminary Results/Discussion:
A large majority (89%) of U.S. lower secondary teachers reported being satisfied with their job, comparable to the international average of 91%. However, about one-third of U.S. teachers (34%) and about half of U.S. principals (49%) reported that the teaching profession was valued in society. Additional teacher satisfaction statements and indices are examined in greater detail to evaluate the associations with teacher characteristics (gender, experience, subject matter), classroom characteristics (class size, student composition: low achievers, behavioral problems, gifted students), and school context on teacher job satisfaction.

Scholarly significance:
This study increases understanding of the relationships among teacher job satisfaction and teacher, classroom, and school characteristics that impact efforts to develop and retain a high quality teacher workforce. This study shows that teacher job satisfaction has significant associations with aspects of the school and learning environment that can be impacted through improved policy decisions. This study adds to our understanding of this aspect of the teacher work force by allowing for a richer description of the context and competing factors in a multivariate model. Comparisons of the U.S. results to the international sample also provide insights into policies or practices that might improve the experiences of teachers in the United States.

Authors

• Gregory A. Strizek, Strategic Analytics, Inc.

• Ebru Erberber, American Institutes for Research