Publication year, publication type, and grade level moderate the strength of job satisfaction–performance associations¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Effect sizes increased over publication year for general teacher-student interactions (β = 0.01, p < 0.001) and decreased for turnover intentions; published studies showed stronger associations for instructional support (β = 0.18) and general interactions (β = 0.09). → Wartenberg 2023 q2 i? Grade level moderated associations with instructional support (QM = 14.68) and general interactions (QM = 50.94), with weaker general-interaction effects in primary school samples. → Wartenberg 2023 (2)

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

q2 · i? · quant-synthesis · r?

Meta-regression models on the pooled effect sizes, with moderators entered in separate models. Publication year and publication type emerged as significant moderators; the authors caution that some analyses were based on a very small number of effect sizes.

"Results from meta-regression analyses revealed a significant increase in effect size over time for the relationship between job satisfaction and general teacher-student interactions (β = 0.01, p < 0.001) and a significant decrease in effect size over time for the relationship between job satisfaction and turnover intentions"

Wartenberg 2023 (2)¶

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

q2 · i? · quant-synthesis · r2

Subgroup meta-regressions by grade level taught. General teacher-student interaction effects were weaker in primary school samples (β = − 0.37, p < 0.001) compared to mixed samples; the authors note mixed-grade studies relied solely on teacher self-reports.

"Results suggested that the relationships between teachers' job satisfaction and both instructional support (Q M = 14.68, p = 0.001) and general teacher-student interactions (Q M = 50.94, p < 0.001) varied depending on the grade level taught"

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 the quality of teacher-student interactions, with the largest pooled correlation for general interactions (r = 0.28) — related
• Satisfaction with the nature of work, colleagues, and context factors each correlate moderately with turnover intentions (r = −0.32 to −0.36) — related
• Job satisfaction correlates with performance outcomes for external reports as well as teacher self-reports, though self-report effect sizes are larger — related
• The autonomy support–structure relationship is moderated by data collection method and school level — related