Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics. / Eryilmaz, Nurullah; Kennedy, Alec I.; Strietholt, Rolf et al.
in: Studies in Educational Evaluation, Jahrgang 86, 101474, 09.2025.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Eryilmaz N, Kennedy AI, Strietholt R, Johansson S. Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics. Studies in Educational Evaluation. 2025 Sep;86:101474. doi: 10.1016/j.stueduc.2025.101474

Bibtex

@article{c5a81386543f4b6e87588bbe0df8052b,
title = "Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics",
abstract = "Teacher job satisfaction is considered a crucial factor in retaining successful teachers in the workforce and for the general well-being of teachers. Understanding the relationship between school working conditions with job satisfaction is considered to be essential for enhancing teacher motivation, retention, and ultimately, student outcomes. Following the influential study by Toropova et al. (2021), the current study employs regression analysis of TIMSS 2019 data from 46 countries and benchmarking entities to investigate the relationship between school working conditions – school leadership, student discipline, and teacher workload – and teacher job satisfaction among secondary school teachers. The findings shed light on the specific aspects of school working conditions that are significantly associated with teacher job satisfaction. The findings highlight a notable association between leadership support and student discipline with teacher job satisfaction in various countries. Furthermore, our findings indicate that, on average, female teachers report higher job satisfaction than male teachers across most countries, although country-specific workforce compositions may play a role in shaping this relationship, and professional development was found to be positively correlated with teacher job satisfaction. The effects of years of teaching experience, majoring in mathematics, and majoring in mathematics education yielded inconsistent results. The results contribute to the existing research on teacher job satisfaction and provide practical implications for policymakers, school administrators, and educational stakeholders to create supportive and conducive working environments for teachers and contribute to the professional well-being of teachers worldwide.",
keywords = "Mathematics teachers, School-working conditions, Teacher characteristics, Teacher job satisfaction, TIMSS 2019, Educational science",
author = "Nurullah Eryilmaz and Kennedy, {Alec I.} and Rolf Strietholt and Stefan Johansson",
note = "Publisher Copyright: {\textcopyright} 2025 The Authors",
year = "2025",
month = sep,
doi = "10.1016/j.stueduc.2025.101474",
language = "English",
volume = "86",
journal = "Studies in Educational Evaluation",
issn = "0191-491X",
publisher = "Elsevier Ltd",

}

RIS

TY - JOUR

T1 - Teacher job satisfaction

T2 - International evidence on the role of school working conditions and teacher characteristics

AU - Eryilmaz, Nurullah

AU - Kennedy, Alec I.

AU - Strietholt, Rolf

AU - Johansson, Stefan

N1 - Publisher Copyright: © 2025 The Authors

PY - 2025/9

Y1 - 2025/9

N2 - Teacher job satisfaction is considered a crucial factor in retaining successful teachers in the workforce and for the general well-being of teachers. Understanding the relationship between school working conditions with job satisfaction is considered to be essential for enhancing teacher motivation, retention, and ultimately, student outcomes. Following the influential study by Toropova et al. (2021), the current study employs regression analysis of TIMSS 2019 data from 46 countries and benchmarking entities to investigate the relationship between school working conditions – school leadership, student discipline, and teacher workload – and teacher job satisfaction among secondary school teachers. The findings shed light on the specific aspects of school working conditions that are significantly associated with teacher job satisfaction. The findings highlight a notable association between leadership support and student discipline with teacher job satisfaction in various countries. Furthermore, our findings indicate that, on average, female teachers report higher job satisfaction than male teachers across most countries, although country-specific workforce compositions may play a role in shaping this relationship, and professional development was found to be positively correlated with teacher job satisfaction. The effects of years of teaching experience, majoring in mathematics, and majoring in mathematics education yielded inconsistent results. The results contribute to the existing research on teacher job satisfaction and provide practical implications for policymakers, school administrators, and educational stakeholders to create supportive and conducive working environments for teachers and contribute to the professional well-being of teachers worldwide.

AB - Teacher job satisfaction is considered a crucial factor in retaining successful teachers in the workforce and for the general well-being of teachers. Understanding the relationship between school working conditions with job satisfaction is considered to be essential for enhancing teacher motivation, retention, and ultimately, student outcomes. Following the influential study by Toropova et al. (2021), the current study employs regression analysis of TIMSS 2019 data from 46 countries and benchmarking entities to investigate the relationship between school working conditions – school leadership, student discipline, and teacher workload – and teacher job satisfaction among secondary school teachers. The findings shed light on the specific aspects of school working conditions that are significantly associated with teacher job satisfaction. The findings highlight a notable association between leadership support and student discipline with teacher job satisfaction in various countries. Furthermore, our findings indicate that, on average, female teachers report higher job satisfaction than male teachers across most countries, although country-specific workforce compositions may play a role in shaping this relationship, and professional development was found to be positively correlated with teacher job satisfaction. The effects of years of teaching experience, majoring in mathematics, and majoring in mathematics education yielded inconsistent results. The results contribute to the existing research on teacher job satisfaction and provide practical implications for policymakers, school administrators, and educational stakeholders to create supportive and conducive working environments for teachers and contribute to the professional well-being of teachers worldwide.

KW - Mathematics teachers

KW - School-working conditions

KW - Teacher characteristics

KW - Teacher job satisfaction

KW - TIMSS 2019

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=105005201487&partnerID=8YFLogxK

U2 - 10.1016/j.stueduc.2025.101474

DO - 10.1016/j.stueduc.2025.101474

M3 - Journal articles

AN - SCOPUS:105005201487

VL - 86

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

SN - 0191-491X

M1 - 101474

ER -

DOI