A Comparison of the Effect of Collaboration on Teachers' Job Satisfaction Between the United States and China

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-Advanced Studies of National Databases Virtual Poster Session

Abstract

This study proposed a whole-school approach collaboration model and identified stakeholder-level and teacher-level collaboration factors from TALIS 2018 data to predict teachers’ job satisfaction and aims to examine whether there is difference in the effect of collaboration on teachers’ job satisfaction between the U.S. and China. The study adopted the Hierarchical linear modeling (HLM) method. The results indicated that teacher-level collaboration had positive effects on teachers’ job satisfaction for both of the countries. The results also demonstrated that parents' support affected Chinese teachers’ job satisfaction positively. Furthermore, when collaboration was enforced from the management level, it would negatively impact American teachers’ job satisfaction. Findings from this study can lend insights to policy makers and school management.

Authors

• Zhihong Xu, Texas A&M University
  Presenting Author

• Wenting Weng, Johns Hopkins University
  Presenting Author

• Xueyan Hu, China Three Gorges University
  Presenting Author

• Wen Luo, Texas A&M University
  Presenting Author