Submitter and Co-author information

ZHENGXI LIU, University of WindsorFollow

Author ORCID Identifier

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Standing

Graduate (PhD)

Type of Proposal

Oral Research Presentation

Faculty

Faculty of Education

Faculty Sponsor

Zuocheng Zhang

Abstract/Description of Original Work

Teacher job performance is crucial to learners’ success. Existing research has mostly focused on the association between teachers’ job satisfaction and job performance, but few have investigated how teacher collaboration moderates this association. Using the 2018 TALIS data, a globally representative dataset, teacher collaboration, job satisfaction, and their interaction in relation to teacher job performance were explored with a series of multilevel regression models. After controlling for teacher characteristics, teacher collaboration and job satisfaction presented significant, positive, and direct effects on job performance and the interaction effect between job satisfaction and teacher collaboration was also statistically significant. These findings emphasize the priority of creating a collaborative environment in school to increase teachers’ job satisfaction and job performance.

This is a purely quantitative research based on the dataset from the 2018 Teaching and Learning International Survey (TALIS) conducted by OECD. The participants involved 153,682 lower secondary school teachers nested within 9,059 schools from 48 participating countries/economies.

For the past half century, the relationship between job satisfaction and job performance has been the most “venerable research traditions” (Judge, Thoresen, et al., 2001, p. 376), and the findings revealed mixed results. The relationship between teacher’s job satisfaction and job performance has received little attention in educational sector (Yazdanmehr & Akbari, 2015). Moreover, Given the large variability in satisfaction-performance association across studies, researchers seek to investigate the job satisfaction-job performance relationship involving the use of moderators, such as self-esteem (Judge & Bono, 2001), emotional intelligence (Sy et al., 2006) and leadership (Braun et al., 2013), and generally argued that when moderation factors are added, a significant increase in the initial zero-order satisfaction-performance relationship is identified (Bowling, 2007). However, to the best of our knowledge, few studies have investigated the direct relationship between teachers’ job satisfaction and job performance, and included teacher collaboration as a factor that moderates the relationship with an international survey dataset.

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The Moderating Effects of Teacher Collaboration on the Association Between Teachers’ Job Satisfaction and Job Performance

Teacher job performance is crucial to learners’ success. Existing research has mostly focused on the association between teachers’ job satisfaction and job performance, but few have investigated how teacher collaboration moderates this association. Using the 2018 TALIS data, a globally representative dataset, teacher collaboration, job satisfaction, and their interaction in relation to teacher job performance were explored with a series of multilevel regression models. After controlling for teacher characteristics, teacher collaboration and job satisfaction presented significant, positive, and direct effects on job performance and the interaction effect between job satisfaction and teacher collaboration was also statistically significant. These findings emphasize the priority of creating a collaborative environment in school to increase teachers’ job satisfaction and job performance.

This is a purely quantitative research based on the dataset from the 2018 Teaching and Learning International Survey (TALIS) conducted by OECD. The participants involved 153,682 lower secondary school teachers nested within 9,059 schools from 48 participating countries/economies.

For the past half century, the relationship between job satisfaction and job performance has been the most “venerable research traditions” (Judge, Thoresen, et al., 2001, p. 376), and the findings revealed mixed results. The relationship between teacher’s job satisfaction and job performance has received little attention in educational sector (Yazdanmehr & Akbari, 2015). Moreover, Given the large variability in satisfaction-performance association across studies, researchers seek to investigate the job satisfaction-job performance relationship involving the use of moderators, such as self-esteem (Judge & Bono, 2001), emotional intelligence (Sy et al., 2006) and leadership (Braun et al., 2013), and generally argued that when moderation factors are added, a significant increase in the initial zero-order satisfaction-performance relationship is identified (Bowling, 2007). However, to the best of our knowledge, few studies have investigated the direct relationship between teachers’ job satisfaction and job performance, and included teacher collaboration as a factor that moderates the relationship with an international survey dataset.

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