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TEACHER AND SCHOOL FACTORS ON TEACHER’S JOB SATISFACTION FOR SPAIN AND FINLAND: EVIDENCES FROM TALIS 2013

O. Yildirim1, S. Bilican Demir2

1Pamukkale University (TURKEY)
2Kocaeli University (TURKEY)
The OECD’s Teaching and Learning International Survey (TALIS) is the first international survey to focus on the working conditions of teachers and the learning environment in schools. The main aim of TALIS is to help countries to review and develop policies that create conditions for effective schooling. Countries can then use this information to deepen analysis of the issues TALIS examines and to aid development of policy relating to these matters. Teachers’ job satisfaction is a factor discussed in TALIS and important for understanding and improving educational processes. It can be closely linked to teachers’ strategies for coping with challenges in their daily professional life and to teaching behavior and they shape students’ learning environment and influence student motivation and achievement. In the light of this study, affective factors which are thought to impact on teacher job satisfaction are examined at the level of teacher and school together for Finland and Spain and a multi-level model (HLM) is designed. The sample of this study is composed of 6130 teachers and 307 schools from Spain and of 3326 teachers and 147 schools from Finland. Data was used from teacher and school questionnaires. They were developed and implemented during TALIS 2013. Only indexed variables were chosen to create hierarchical models. Examined variables for teacher were sex, age, self-efficiency, teacher-student relation, participation among stakeholder, disciplinary climate, constructivist beliefs, professional collaboration, effective professional development, need for Subject matter and pedagogy and need for teaching for diversity. As school variables school climate, school anatomy for staffing, lack of material sources and student teacher ratio were choose. Researchers have preferred to detailed analyses with all standardized teacher and four standardized school variables to determine exact differences and similarities between two countries. This study employed a two-level HLM in order to predict satisfaction where teacher and school level data were incorporated in level-1 and level-2 models. This analysis was completed in conditional model at the teacher and school level. Several assumptions are examined associated with the analysis. When the fixed effects of variables were tested, the result related Spain indicated that in conditional models for teacher and school levels, age, self-efficiency, teacher-student relation, participation among stakeholder, disciplinary climate, constructivist beliefs, need for Subject matter and pedagogy and need for teaching for diversity were the significant effect on job satisfaction. As an example it was found that age had a negative correlation with satisfaction unlike self-efficiency had positive. In addition just two school variables for Spain (school climate, school anatomy for staffing) had a significant positive correlation with satisfaction. When the variable were examined for Finland, sex, age, self-efficiency, teacher-student relation, participation among stakeholder, disciplinary climate, constructivist beliefs, professional collaboration, need for Subject matter and pedagogy were found significant effects on satisfaction. For example sex and age had negative correlation with dependent variable unlike self-efficiency had positive. As school variables only school climate was significant was found. In the study also the impact of mentioned variables were detailed discussed.