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How Much Does the School Context Matter in Different Countries? A Multilevel Analysis of the PISA 2022 Data

Thu, April 24, 3:35 to 5:05pm MDT (3:35 to 5:05pm MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 2H

Abstract

Theoretical Framework
The occupational well-being of teachers should be seen as part of general health and is significantly related to the quality of teaching, absenteeism and the intention to change professions (Klusmann et al., 2021, Wartenberg et al., 2023). Empirical models emphasize as well individual (e.g., appraisals) as environmental factors (e.g., occupational demands) as antecedents of well-being (Bakker & Demerouti, 2007; Lazarus & Folkman, 1984). However, empirical studies that examine predictors of individual differences in occupational well-being, mainly focus on individual characteristics such as the perception of occupational demands and personality. The proximal working environment (e.g., schools) or system differences (e.g., between countries) are examined much less frequently in connection with the well-being of teachers (Klusmann et al., 2008b).
Method
To close this gap, the current study examines how much of the variance in occupational well-being (job satisfaction, positive affect and psychosomatic health) lies at the individual and school level in different countries. In a second step, resources (e.g., trust) and stressors (e.g., overload) are analyzed at the individual and school level in terms of their effect on well-being. Finally, the impact of individual and school factors on occupational well-being across all countries is investigated using a meta-analytical approach. To address the research question, we drew on the responses of 56,657 teachers from 4,100 schools in 17 countries who were part of PISA 2022.
Results
Intraclass-correlations (ICCs; Table 1) indicate that both the occupational teacher well-being (job satisfaction: .03 < ICC(1) < .12; positive affect: .01 < ICC(1) < .10; psychosomatic health: .02 < ICC(1) < .10) as well as the resources and stressors vary on the school level (e.g., exchange: .04 < ICC(1) < .20; trust: .02 < ICC(1) < .14).While the range in the ICCs reflect differences in the between-school variance between the various countries, multilevel regression analyses (Figure 2) show that variables on the individual level mainly explain differences in occupational well-being. These were, for instance, overload (e.g., United Arab Emirates: job satisfaction β = –.26, p < .001, positive affect β = –.27, p < .001, psychosomatic health β = –.24, p < .001) and sources of stress like time pressure (e.g. United Arab Emirates: job satisfaction β = –.07, p = .001, positive affect β = –.07, p < .001, psychosomatic health β = –.34, p < .001). At the school level, trust can positively predict the well-being of teachers (e.g. United Arab Emirates: job satisfaction β = .70, p < .001, positive affect β = .58, p = .535, psychosomatic health β = .08, p = .306).
Scientific Significance
Overall, regarding teachers’ occupational well-being and its predictors, our results show that there are meaningful differences between schools in different countries. However, regardless of country, much of the variation is due to factors on the individual level. At the school level, a trusting environment in particular can explain variations in the occupational well-being of teachers. In practical terms, this finding suggests that interventions may need to consider not only the individual but also the context.
 

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