Job satisfaction is important for employee well-being and retention, which are both crucial for high-strained occupations such as teachers and school principals. We investigated the structure and relationship of teachers’ job satisfaction (N = 142,280) and principals’ job satisfaction (N = 8,869). Results of structural equation modeling using multilevel bifactor models provide strong evidence for the validity of a model including both specific (satisfaction with the profession vs. the working environment) and general job satisfaction factors. This differential conception of job satisfaction was further tested by including the student variables disciplinary climate and student achievement from linked TALIS 2013–PISA 2012 data. Only teacher job satisfaction factors (general and working environment) were related to the disciplinary climate perceived by students, whereas the working environment job satisfaction factor was related to student achievement for both teachers and principals. Controlling for socioeconomic status reduced these estimates, but did not change the pattern of results. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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教师及其校长对气候和学生成绩的工作满意度。

工作满意度对员工的幸福感和留任率很重要，而这两者对于教师和校长等高压力职业都至关重要。我们调查了教师工作满意度（N = 142,280）和校长工作满意度（N = 8,869）的结构和关系。使用多级双因子模型的结构方程建模结果为模型的有效性提供了强有力的证据，该模型包括特定的（对职业的满意度与工作环境的满意度）和一般的工作满意度因素。通过包括来自链接的 TALIS 2013-PISA 2012 数据的学生变量学科氛围和学生成绩，进一步测试了这种不同的工作满意度概念。只有教师工作满意度因素（一般和工作环境）与学生感知的学科氛围有关，而工作环境工作满意度因素与教师和校长的学生成绩有关。控制社会经济地位减少了这些估计，但没有改变结果的模式。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）