La satisfacción del docente de Educación Secundaria en España a través de TALIS

  1. Ignacio Echeverría-Molina
  2. Roberto Sánchez-Cabrero
Journal:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Year of publication: 2021

Volume: 23

Volume: 3

Pages: 341-352

Type: Article

DOI: 10.12795/REVISTAFUENTES.2021.15176 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Fuentes

Abstract

Teacher satisfaction is an area of educational research that has traditionally been subject of study due to its great influenceon professional practice. TALIS 2018 is a study carried out by the OECD that includes an extensive questionnaire forteachers and school principals and covers numerous aspects of the teaching practice. TALIS 2018 collects answers from7407 teachers of Secondary Education in Spain and 396 school principals. From the responses of each teacher, it isconstructed a satisfaction scale that reflects his satisfaction with the profession and with his current job. In this work, theTALIS 2018 database (Volumes I and II) are used to identify the variables that have more influence on the satisfactionof the secondary education teachers in Spain. It was found that the variables more related to teacher satisfaction arethe degree of participation of families, teachers and students in the educational center decisions, the amount of stress atwork, the degree of openness of the center to new initiatives, the support among teachers, the teacher relationship withstudents and the self-efficacy perception, which is related to teacher training. It is observed that teachers with more yearsof experience present lower levels of satisfaction and the variables that could explain this relation are analyzed. It is foundthat the sources of teacher satisfaction in educational centers differ according to the degree of public funding of the center,although the average satisfaction levels are similar. From the results obtained, a list of recommendations for educationalcenters is presented

Bibliographic References

  • Ainley, J. y Carstens, R. (2018). Teaching and learning international survey (TALIS) 2018 conceptual framework. https://doi.org/10.1787/799337c2-en
  • Anaya, D. A. y López-Martín, E. (2015). Satisfacción laboral del profesorado de educación secundaria. Revista de Investigación Educativa, 33(2), 435-452. https://doi.org/10.6018/rie.33.2.202841
  • Barrientos-Fernández, A., Pericacho-Gómez, F. J., y Sánchez-Cabrero, R. (2020). Competencias sociales y emocionales del profesorado de Educación Infantil y su relación con la gestión del clima de aula. Estudios sobre Educación, 38, 59-78. https://doi.org/10.15581/004.38.59-78
  • Caprara, G. V., Barbaranelli, C., Borgogni, L. y Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of educational psychology, 95(4), 821. http://www.realtutoring.com/phd/sem1efficacy.pdf
  • Crossman, A. y Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29-46. https://doi.org/10.1177/1741143206059538
  • De Costa, P. I. y Norton, B. (2017). Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal, 101(S1), 3-14. https://doi.org/10.1111/modl.12368
  • Hulpia, H., Devos, G. y Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20(3), 291-317. https://doi.org/10.1080/09243450902909840
  • Katsantonis, I. G. (2020). Investigation of the Impact of School Climate and Teachers’ Self-Efficacy on Job Satisfaction: A Cross-Cultural Approach. European Journal of Investigation in Health, Psychology and Education, 10(1), 119-133. https://www.mdpi.com/2254-9625/10/1/11
  • Kim, I. yLoadman, W. E. (1994). Predicting Teacher Job Satisfaction. https://www.sciencedirect.com/science/article/abs/pii/S0742051X13000085
  • Klassen, R. M. y Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741. https://doi.org/10.1037/a0019237
  • Klassen, R. M., Usher, E. L. y Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486. https://www.tandfonline.com/doi/abs/10.1080/00220970903292975
  • Lee, V. E., Dedrick, R. F. y Smith, J. B. (1991). The effect of the social organization of schools on teachers' efficacy and satisfaction. Sociology of education, 190-208. https://www.jstor.org/stable/2112851?seq=1
  • Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S. y Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132-141. https://doi.org/10.1016/j.tate.2016.10.008
  • Martínez Abad, F., Hernández Ramos, J. P., Martín López, J. L. y Martín Bartolomé, P. (2017) Implementación de la metodología Flipped Classroom en prácticas de análisis de datos: evaluación de satisfacción y rendimiento académico del estudiante. https://gredos.usal.es/bitstream/handle/10366/135468/MID_16_144.pdf?sequence=1
  • Mayo, I. C., y Martínez, S. T. (2016). La satisfacción laboral y profesional de los profesores. Revista Lasallista de Investigación, 13(1). https://doi.org/10.22507/rli.v13n1a18
  • Ministerio de Educación y Formación Profesional (2019). Talis 2018, estudio internacional de la enseñanza y del aprendizaje informe español. https://www.educacionyfp.gob.es/dam/jcr:047dfc41-acf6-444a-8e4e-4e5916343a88/talis2018-online-20190807.pdf
  • Mukaka, M. M. (2012). A guide to appropriate use of correlation coefficient in medical research. Malawi medical journal, 24(3), 69-71. https://www.ajol.info/index.php/mmj/article/view/81576
  • Nieto, D. A. y Riveiro, J. M. S. (2006). La satisfacción laboral de los profesores en función de la etapa educativa, del género y de la antigüedad profesional. Revista de investigación educativa, 24(2), 521-556. https://revistas.um.es/rie/article/view/97181
  • Nieto, D. A. y Riveiro, J. M. S. (2007). Satisfacción laboral de los profesores de Educación Infantil, Primaria y Secundaria. Un estudio de ámbito nacional. Revista de educación, 344, 217-243. http://www.ince.mec.es/revistaeducacion/re344/re344_09.pdf
  • OECD (2019a), TALIS 2018 and TALIS Starting Strong 2018 User Guide, TALIS, OECD http://www.oecd.org/education/talis/TALIS_2018-TALIS_Starting_Strong_2018_User_Guide.pdf
  • OECD (2019b), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en
  • OECD (2019c), TALIS 2018 Technical report, OECD https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf
  • OECD (2019d), A Teachers' Guide to TALIS 2018, OECD https://www.oecd.org/education/talis/TALIS-Teachers-Guide-to-TALIS-2018-Vol-I_ENG.pdf
  • OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en
  • Olsen, A. y Huang, F. (2019). Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey. education policy analysis archives, 27, 11. https://doi.org/10.14507/epaa.27.4174
  • Puth, M. T., Neuhäuser, M. y Ruxton, G. D. (2015). Effective use of Spearman's and Kendall's correlation coefficients for association between two measured traits. Animal Behaviour, 102, 77-84. https://doi.org/10.1016/j.anbehav.2015.01.010
  • Renzulli, L. A., Parrott, H. M. y Beattie, I. R. (2011). Racial mismatch and school type: Teacher satisfaction and retention in charter and traditional public schools. Sociology of Education, 84(1), 23-48. https://doi.org/10.1177/0038040710392720
  • Ryan, S. V., Nathaniel, P., Pendergast, L. L., Saeki, E., Segool, N. y Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1-11. https://doi.org/10.1016/j.tate.2017.03.016
  • Sahito, Z. y Vaisanen, P. (2019). A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job. Review of Education. https://doi.org/10.1002/rev3.3159
  • Sharma, R.D. y Jyoti, J. (2006). Job satisfaction among school teachers. IIMB Management Review, 18(4), 349-363. https://www.researchgate.net/publication/289442567_Job_Satisfaction_among_School_Teachers
  • Shin, H., Noh, H., Jang, Y., Park, Y. M. y Lee, S. M. (2013). A longitudinal examination of the relationship between teacher burnout and depression. Journal of Employment Counseling, 50(3), 124-137. https://doi.org/10.1002/j.2161-1920.2013.00031.x
  • Silvero-Miramón, M. (2007). Estrés y desmotivación docente: el síndrome del “profesor quemado” en educación secundaria. https://dadun.unav.edu/handle/10171/9010
  • Veldman, I., Van Tartwijk, J., Brekelmans, M. y Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65. https://doi.org/10.1016/j.tate.2013.01.005
  • Wang, H., Hall, N. C. y Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
  • Williams, C. S. (2011). Combating teacher burnout syndrome: research shows the teaching profession has the highest burnout rate of any career in public service. THE Journal (Technological Horizons In Education), 38(10), 10. https://www.questia.com/library/journal/1G1-273615384/combating-teacher-burnout-syndrome-research-shows
Data source: Dialnet