Teachers' Metaphors and Beliefs about Teaching and Their Relationship with Job Satisfaction
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| Title: | Teachers' Metaphors and Beliefs about Teaching and Their Relationship with Job Satisfaction |
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| Language: | English |
| Authors: | Erika Löfström, Katrin Poom-Valickis, Kirsti Rumma |
| Source: | Center for Educational Policy Studies Journal. 2026 16(1):227-251. |
| Availability: | University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://journals.uni-lj.si/CEPSJ/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Teacher Attitudes, Instruction, Knowledge Level, Figurative Language, Emotional Response, Job Satisfaction, Intellectual Disciplines, Student Centered Learning, Pedagogical Content Knowledge, Expertise |
| Geographic Terms: | Estonia |
| Assessment and Survey Identifiers: | Teaching and Learning International Survey |
| ISSN: | 1855-9719 2232-2647 |
| Abstract: | This research focuses on Estonian teachers' beliefs about teaching, the metaphors of their knowledge base, and the emotions connected with being a teacher. The relationships between these aspects and teacher job satisfaction were explored. In total, 658 mathematics, English language, biology, and class teachers participated in the research. The research applied a mostly quantitative design involving a mixed methods approach. The results highlight the complexity of teachers' understanding of their role. Statistically significant differences were found between the teacher groups participating in the study. The results showed that the affective connotations of metaphors teachers attach to their work are related to teachers' job satisfaction. However, there were no significant differences between teacher groups based on the nature of their metaphor and their beliefs about teaching. However, the results indicate that teachers expressing student-centred beliefs were more satisfied with their job environment than those with teacher-centred beliefs. The study suggests the importance of considering beliefs, knowledge base, and emotions in understanding job satisfaction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504155 |
| Database: | ERIC |
| Abstract: | This research focuses on Estonian teachers' beliefs about teaching, the metaphors of their knowledge base, and the emotions connected with being a teacher. The relationships between these aspects and teacher job satisfaction were explored. In total, 658 mathematics, English language, biology, and class teachers participated in the research. The research applied a mostly quantitative design involving a mixed methods approach. The results highlight the complexity of teachers' understanding of their role. Statistically significant differences were found between the teacher groups participating in the study. The results showed that the affective connotations of metaphors teachers attach to their work are related to teachers' job satisfaction. However, there were no significant differences between teacher groups based on the nature of their metaphor and their beliefs about teaching. However, the results indicate that teachers expressing student-centred beliefs were more satisfied with their job environment than those with teacher-centred beliefs. The study suggests the importance of considering beliefs, knowledge base, and emotions in understanding job satisfaction. |
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| ISSN: | 1855-9719 2232-2647 |
