ABSTRACT

Teacher job satisfaction is an essential factor for teachers’ and school effectiveness and students’ academic and educational achievement. The present research aims to identify variables that contribute to job satisfaction in a Portuguese sample of lower secondary education teachers, using data from the Teaching and Learning International Survey (TALIS) 2013. Two questionnaires were used to collect data: a school principal’s questionnaire, and a teacher questionnaire. Hierarchical linear modelling was used to study the relation of school-level and teacher-level variables to job satisfaction. The results show that teacher-level variables are better predictors of teacher job satisfaction than school-level variables, except for the variable public/private school. In addition, variables related to interpersonal relations emerge as the most significant predictors of job satisfaction. The results suggest that, in order to improve, schools must take care of interpersonal relations, mainly at the classroom level, where most of the perceived job satisfaction seems to rest.

摘要

教师的工作满意度是影响教师和学校效率以及学生的学术和教育成就的重要因素。本研究旨在使用2013年国际教与学调查（TALIS）的数据，找出葡萄牙初中教师样本中有助于工作满意度的变量。使用了两个调查表来收集数据：学校校长的调查表和教师问卷。分层线性建模用于研究学校水平和教师水平变量与工作满意度之间的关系。结果表明，除了公立/私立学校之外，教师水平的变量比学校水平的变量更能预测教师的工作满意度。此外，与人际关系有关的变量成为工作满意度的最重要预测指标。结果表明，为了改善这种状况，学校必须照顾好人际关系，主要是在课堂上，在那里大部分感觉到的工作满意度似乎都在休息。