Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools
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| Title: | Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools |
|---|---|
| Language: | English |
| Authors: | Banerjee, Neena, Stearns, Elizabeth, Moller, Stephanie, Mickelson, Roslyn Arlin |
| Source: | American Journal of Education. Feb 2017 123(2):203-241. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html |
| Peer Reviewed: | Y |
| Page Count: | 39 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Job Satisfaction, Academic Achievement, Elementary School Teachers, Mathematics Achievement, Reading Achievement, Achievement Gains, School Culture, Elementary School Students, Children, Longitudinal Studies, Surveys, Teacher Collaboration |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| DOI: | 10.1086/689932 |
| ISSN: | 0195-6744 |
| Abstract: | Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math and reading growth in elementary school? (2) How do schools' organizational cultures moderate the relationship between teacher job satisfaction and student achievement growth? We examined these questions using the Early Childhood Longitudinal Survey and found that teacher job satisfaction has a modest but positive relationship with students' reading growth but no relationship with students' math growth between kindergarten and fifth grade. However, school culture and teacher job satisfaction interactively affect student achievement in both math and reading. We argue that future education reforms should place special emphasis on improving teacher job satisfaction and school culture. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1129364 |
| Database: | ERIC |
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| Abstract: | Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math and reading growth in elementary school? (2) How do schools' organizational cultures moderate the relationship between teacher job satisfaction and student achievement growth? We examined these questions using the Early Childhood Longitudinal Survey and found that teacher job satisfaction has a modest but positive relationship with students' reading growth but no relationship with students' math growth between kindergarten and fifth grade. However, school culture and teacher job satisfaction interactively affect student achievement in both math and reading. We argue that future education reforms should place special emphasis on improving teacher job satisfaction and school culture. |
|---|---|
| ISSN: | 0195-6744 |
| DOI: | 10.1086/689932 |
