A Study on the Relationship between Professional Learning Communities and Teachers’ Job Satisfaction

Kang, Ho Soo; Kim, Jihye; Song, Seungwon; Kim, Hannah

doi:10.22251/jlcci.2018.18.10.471

Cited by 1 publication

(6 citation statements)

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“…However, factors such as gender, age, years of experience, and administrative duties were not statistically significant in other studies (Jeong, 2006;Lee and Hur, 2008;Kim, 2009;Joo et al, 2013;Fang et al, 2017;Kang et al, 2018).…”

Section: Teacher Characteristicsmentioning

confidence: 75%

“…Teacher characteristics included gender (Jeong, 2006;Kim, 2009;Joo et al, 2013;Fang et al, 2017;Kang et al, 2018), age (Jeong, 2006;Fang et al, 2017), years of experience (Kim, 2009;Fang et al, 2017;Kang et al, 2018), administrative duty (Jeong, 2006;Lee and Hur, 2008;Kim, 2009;Joo et al, 2013), self-efficacy (Kim, 2009;Kim and Kim, 2009;Joo et al, 2013;Kim et al, 2015a;Park and Park, 2017;Lee and Kim, 2018; and perceptions about students (Kim, 2009). While selfefficacy and perceptions about students were generally positive and statistically significant to job satisfaction, the statistical significances of the other teacher characteristics were inconsistent in previous research.…”

Section: Teacher Characteristicsmentioning

confidence: 99%

“…While selfefficacy and perceptions about students were generally positive and statistically significant to job satisfaction, the statistical significances of the other teacher characteristics were inconsistent in previous research. Some studies indicated that female teachers (Jung, 2016;Kang et al, 2018), younger teachers (Jeong, 2006), those with fewer years of teaching (Lee and Hur, 2008;Kim, 2009) or those with administrative duties (Jeong, 2006;Lee and Hur, 2008;Kim, 2009) were more satisfied with their jobs.…”

Section: Teacher Characteristicsmentioning

confidence: 99%

“…The demographic indicators investigated included school size, level, and type. Teachers working at larger schools (Cho et al, 2015;Kang et al, 2018) or at lower-level schools (Jung, 2016;Lee and Kim, 2018) expressed higher job satisfaction than those working at smaller or higher-level schools. Teachers at private schools typically had higher job satisfaction (Kim, 2009;Wi, 2013;Kim et al, 2016), while public school teachers reported higher job satisfaction in a study by Lee and Kim (2018).…”

Section: School Demographicsmentioning

confidence: 99%

“…Teacher cooperation was identified as one of the crucial factors affecting job satisfaction. Teachers maintained higher job satisfaction in schools where there was consensus on the school's objectives (Wi, 2013), there was a sound sense of community (Wi, 2013;Kim and Lee, 2014), or the climate encouraged PD and learning organization activities (Jung, 2009;Kim, 2009;Kim et al, 2015b;Fang et al, 2017;Kang et al, 2018;. In particular, teacher cooperation had a statistically significant and positive effect on job satisfaction only for those who were actively involved in the professional learning community .…”

Section: School Climatementioning

confidence: 99%

See 4 more Smart Citations

Exploration of Predictors for Korean Teacher Job Satisfaction via a Machine Learning Technique, Group Mnet

Yoo

Rho

2020

Front. Psychol.

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Despite the high academic achievements of Korean students in international comparison studies, their teachers' job satisfaction remains below the Organization for Economic Co-operation and Development (OECD) average. As job satisfaction is one of the major factors affecting student achievement as well as student and teacher retention, the identification of the most important satisfaction predictors is crucial. The current study analyzed data from the OECD 2013 Teaching and Learning International Survey (TALIS) via machine learning. In particular, group Mnet (a penalized regression method) was employed in order to consider hundreds of TALIS predictors in one statistical model. Specifically, this study repeated 100 times of variable selection after random datasplitting as well as cross-validation, and presented predictors selected 50% of the time or more. As a result, 18 predictors were identified out of 558, including variables relating to collaborative school climates and teacher self-efficacy, which was consistent with previous research. Newly found variables to teacher job satisfaction included items about teacher feedback, participatory school climates, and perceived barriers to professional development. Suggestions and future research topics are discussed.

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Section: Teacher Characteristicsmentioning

confidence: 75%