美国中学教师工作满意度影响因素的实证研究——基于TALIS数据库的HLM分析

An Empirical Study on Influencing Factors of Middle School Teachers’ Job Satisfaction in the US—An HLM Analysis Based on TALIS Dataset

本文基于TALIS 2018美国数据库,采用描述统计和多层线性模型(HLM)的方法,分别从教师和学校两个层面来探究美国中学教师工作满意度的影响因素。研究结果表明:1) 美国中学教师工作满意度的校际差异显著;2) 在教师层面,自我效能感、合作、师生关系以及团体创新对教师工作满意度有显著的正向预测作用,教龄和学生行为压力对教师工作满意度有显著的负向预测作用;3) 在学校层面,学业压力性的校园氛围对教师工作满意度有显著的正向预测作用,协调特殊学生的教师缺乏对教师工作满意度有显著的负向预测作用;4) 分布式领导和合作的交互作用、课程自主权和团体创新的交互作用均对教师工作满意度存在显著正向影响。

Based on TALIS 2018 data in the US, the article used methods of descriptive statistics and mul-ti-level linear model (HLM) to explore the influencing factors of middle school teachers’ job satisfac-tion from the two levels of teachers and schools respectively. The results show that: 1) There are significant inter-school differences in job satisfaction of middle school teachers in the US;2) At the teacher level, self-efficacy, cooperation, teacher-student relationship and team innovation have sig-nificant positive predictive effects on teachers’ job satisfaction, while teaching experience and stu-dent behavior pressure have significant negative predictive effects on teachers’ job satisfaction. 3) At the school level, the campus atmosphere of academic stress has a significant positive predictive effect on teachers’ job satisfaction, and lack of special needs personnel has a significant negative predictive effect on teachers’ job satisfaction;4) The interaction between distributed leadership and cooperation, and curriculum autonomy and group innovation all have significant positive ef-fects on teachers’ job satisfaction in the US.