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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
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
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  Data: <searchLink fieldCode="AR" term="%22Erika+Löfström%22">Erika Löfström</searchLink><br /><searchLink fieldCode="AR" term="%22Katrin+Poom-Valickis%22">Katrin Poom-Valickis</searchLink><br /><searchLink fieldCode="AR" term="%22Kirsti+Rumma%22">Kirsti Rumma</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2026 16(1):227-251.
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  Data: 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
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  Data: 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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  Data: 2026
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 227
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Instruction
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Figurative Language
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Intellectual Disciplines
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Expertise
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      – SubjectFull: Estonia
        Type: general
      – SubjectFull: Teaching and Learning International Survey
        Type: general
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      – TitleFull: Teachers' Metaphors and Beliefs about Teaching and Their Relationship with Job Satisfaction
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            NameFull: Katrin Poom-Valickis
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            NameFull: Kirsti Rumma
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              Y: 2026
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