Teachers' job satisfaction is positively associated with the quality of teacher-student interactions, with the largest pooled correlation for general interactions (r = 0.28)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Job satisfaction correlates positively with emotional support (r = 0.14), classroom management (r = 0.18), instructional support (r = 0.10), and general teacher-student interaction (r = 0.28). → Wartenberg 2023

Evidence¶

Wartenberg 2023¶

Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2023). Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers' Job Satisfaction. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09831-4

q3 · i1 · quant-synthesis · r?

Random-effects meta-analyses across four interaction dimensions (k = 7 to 14 studies each), measured by teacher self-report, student ratings, classroom observations, and principal evaluation. All pooled correlations were positive and significant.

"the relationships between teacher job satisfaction and teacher-student interactions were small but positive, with a correlation of r = 0.14, CIr = [0.08, 0.20] for emotional support, r = 0.18, CIr = [0.10, 0.25] for classroom management, r = 0.10, CIr = [0.05, 0.15] for instructional support, and r = 0.28, CIr = [0.21, 0.35] for general teacher-student interaction"

Discussion¶

Related Claims¶

• Teachers' job satisfaction is negatively associated with absenteeism (pooled r = −0.18) — related
• Teachers' job satisfaction is negatively associated with turnover intentions (pooled r = −0.46) — related
• Teachers' job satisfaction is positively associated with students' motivation (r = 0.29) and achievement (r = 0.10) — related
• Publication year, publication type, and grade level moderate the strength of job satisfaction–performance associations — related
• Job satisfaction correlates with performance outcomes for external reports as well as teacher self-reports, though self-report effect sizes are larger — related
• Associations with student outcomes are comparable across teacher well-being domains, with no significant differences by domain — related
• Country and school level moderate the relationship between CMSE and many correlates — related