School leadership matters: Evidence from TIMSS on teacher job satisfaction and students’ academic outcomes
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In: International Journal of Educational Research Open, Vol. 9, 100520, 12.2025.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - School leadership matters: Evidence from TIMSS on teacher job satisfaction and students’ academic outcomes
AU - Eryilmaz, Nurullah
AU - Strietholt, Rolf
PY - 2025/12
Y1 - 2025/12
N2 - This study investigates the relationship between school leadership support and educational outcomes, focusing on student academic achievement and teacher job satisfaction, utilizing a meta-analytic approach with data from the TIMSS 2015 survey. The dataset comprises responses from eighth-grade mathematics and science teachers across 45 countries. Meta-analytic integration reveals that leadership support has a small-to-moderate positive effect on teacher job satisfaction, with pooled effect sizes of 0.20 (95 % CI: [0.18, 0.22]) for mathematics teachers and 0.22 (95 % CI: [0.19, 0.24]) for science teachers. However, leadership support demonstrates a small negative association with student achievement in both mathematics (-0.05, 95 % CI: [-0.07, -0.03]) and science (-0.04, 95 % CI: [-0.05, -0.02]). These findings highlight the complex interplay between leadership practices, teacher well-being, and student performance, underscoring the need for nuanced strategies that address these dynamics to enhance both teacher satisfaction and student outcomes.
AB - This study investigates the relationship between school leadership support and educational outcomes, focusing on student academic achievement and teacher job satisfaction, utilizing a meta-analytic approach with data from the TIMSS 2015 survey. The dataset comprises responses from eighth-grade mathematics and science teachers across 45 countries. Meta-analytic integration reveals that leadership support has a small-to-moderate positive effect on teacher job satisfaction, with pooled effect sizes of 0.20 (95 % CI: [0.18, 0.22]) for mathematics teachers and 0.22 (95 % CI: [0.19, 0.24]) for science teachers. However, leadership support demonstrates a small negative association with student achievement in both mathematics (-0.05, 95 % CI: [-0.07, -0.03]) and science (-0.04, 95 % CI: [-0.05, -0.02]). These findings highlight the complex interplay between leadership practices, teacher well-being, and student performance, underscoring the need for nuanced strategies that address these dynamics to enhance both teacher satisfaction and student outcomes.
KW - School leadership support
KW - Mathematics teacher job satisfaction
KW - Science teacher job satisfaction
KW - Mathematics Achievement
KW - Science Achievement
KW - TIMSS 2015
KW - meta-analysis
KW - Higher Education and Science Management
U2 - 10.1016/j.ijedro.2025.100520
DO - 10.1016/j.ijedro.2025.100520
M3 - Journal articles
VL - 9
JO - International Journal of Educational Research Open
JF - International Journal of Educational Research Open
SN - 2666-3740
M1 - 100520
ER -