What Matters in American STEM Teachers' Job Satisfaction? A Quantitative Investigation Using 2018 Teaching and Learning International Survey Data

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Recruiting and Retaining STEM Teachers for and From Diverse Communities

Abstract

Teacher job satisfaction is a significant factor for teacher turnover rate. This study analyzed the selected data retrieved from the Teaching and Learning International Surveys (TALIS) 2018. By using two-level hierarchical linear model, we identified some possible factors: teacher’s gender, teaching experience, self-efficacy, teaching practice, and teacher cooperation at the teacher level, organizational innovativeness, and academic pressure at the school level, which may contribute to affect American STEM teachers’ job satisfaction. The results show that there are significant differences in STEM teachers’ satisfaction across schools, and the predictors of gender, teaching experience, self-efficacy, teacher cooperation, and academic pressure have significant contributions to STEM teachers’ job satisfaction. The results provide researchers with information on how to better retain STEM teachers.

Authors

• Yu Xiao, Texas A&M University - College Station

• Ke Wang, Nicholls State University

• Yeping Li, Texas A&M University - College Station