logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Research Article

The Mediating Effect of Teachers’ Collective Innovativeness Between School Climate and Job Satisfaction

Beibei Hu , Kyung Hee Park , Zhenxia Xu

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative c.

S

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.

Keywords: Teacher, collective innovativeness, school climate, job satisfaction, teaching and learning international survey.

cloud_download PDF
Cite
Article Metrics
Views
273
Download
935
Citations
Crossref
0

Scopus
0

References

Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research19, 291-307. https://doi.org/10.1007/s10984-015-9198-x

Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review34, 1177-1216. https://doi.org/10.1007/s10648-021-09649-y

Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136. https://doi.org/10.1016/j.learninstruc.2018.05.006

Banerjee, N., Stearns, E., Moller, S., & Mickelson, R. A. (2017). Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools. American Journal of Education123(2), 203-341. https://doi.org/10.1086/689932

Blömeke, S., Nilsen, T., & Scherer, R. (2021). School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction. Journal of Educational Psychology, 113(8), 1645-1667. https://doi.org/10.1037/edu0000668

Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly37(5), 662-683. https://doi.org/10.1177/00131610121969460

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher33(8), 3-15. https://doi.org/10.3102/0013189X033008003

Burić, I., & Moè, A. (2020). What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education89, Article 103008. https://doi.org/10.1016/j.tate.2019.103008

Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology46(4), 367-391. https://doi.org/10.1016/j.jsp.2007.06.009

Buyukgoze, H., Caliskan, O., & Gümüş, S. (2022). Linking distributed leadership with collective teacher innovativeness: The mediating roles of job satisfaction and professional collaboration. Educational Management Administration and Leadership. Advance online publishing. https://doi.org/10.1177/17411432221130879

Cai, Y., & Tang, R. (2022). School support for teacher innovation: The role of basic psychological need satisfaction. Thinking Skills and Creativity45, Article 101096. https://doi.org/10.1016/j.tsc.2022.101096

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology44(6), 473-490. https://doi.org/10.1016/j.jsp.2006.09.001

Coleman, J. S. (1966). Equality of educational opportunity (COLEMAN) Study (EEOS), 1966. Inter-university Consortium for Political and Social Research. https://doi.org/10.3886/ICPSR06389.v3

Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social–emotional learning. Psychology in the Schools48(10), 1034-1048. https://doi.org/10.1002/pits.20611

Creemers, B. P. M. (1999). The role of school and classroom climate in elementary school learning environments. In H. J. Freiberg (Ed.), School Climate: Measuring, Improving and Sustaining Healthy Learning Environments (pp. 30-47). Routledge.

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives8(1), 1-44. https://doi.org/10.14507/epaa.v8n1.2000

Dicke, T., Marsh, H. W., Parker, P. D., Guo, J., Riley, P., & Waldeyer, J. (2020). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology, 112(5), 1061-1073.  https://doi.org/10.1037/edu0000409

Dinc, M. S., & Kocyigit, Z. (2017). Do job satisfaction and demographic characteristics of female teachers influence their affective commitment to schools? European Journal of Educational Research, 6(4), 475-484. https://doi.org/10.12973/eu-jer.6.4.475

Dinham, S. (1995). Time to focus on teacher satisfaction. Unicorn, 21(3), 64-75.

Djonko-Moore, C. M. (2016). An exploration of teacher attrition and mobility in high poverty racially segregated schools. Race Ethnicity and Education19(5), 1063-1087. https://doi.org/10.1080/13613324.2015.1013458

Domínguez, X., Vitiello, V. E., Fuccillo, J. M., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2011). The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning. Journal of School Psychology, 49(2), 175-195. https://doi.org/10.1016/j.jsp.2010.11.002

Dou, D., Devos, G., & Valcke, M. (2017). The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. Educational Management Administration and Leadership45(6), 959-977. https://doi.org/10.1177/1741143216653975

Fullan, M. (2015). The New Meaning of  Educational Change. Teachers College Press.

Gerbing, D. W., & Anderson, J. C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment. Journal of Marketing Research, 25(2), 186-192. https://doi.org/10.1177/002224378802500207

Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review17, 87-106. https://doi.org/10.1007/s12564-015-9411-8

Gkorezis, P. (2016). Principal empowering leadership and teacher innovative behavior: a moderated mediation model. International Journal of Educational Management30(6), 1030-1044. https://doi.org/10.1108/IJEM-08-2015-0113

Gokalp, S. (2022). The relationship between school principals' cultural intelligence level and teachers' job satisfaction and intention to leave the job. European Journal of Educational Research, 11(1), 493-509. https://doi.org/10.12973/eu-jer.11.1.493

Goldsmith, R. E. (1986). Convergent validity of four innovativeness scales. Educational and Psychological Measurement46(1), 81-87. https://doi.org/10.1177/0013164486461007

Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115-136. https://doi.org/10.1111/j.1467-9507.2007.00418.x 

Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education16(8), 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7

Herzberg, F. (1993). Motivation to Work (1st ed.). Routledge. https://doi.org/10.4324/9781315124827

Hoque, K. E., Wang, X., Qi, Y., & Norzan, N. (2023). The factors associated with teachers’ job satisfaction and their impacts on students’ achievement: a review (2010–2021). Humanities and Social Sciences Communications10, Article 177. https://doi.org/10.1057/s41599-023-01645-7

Hosford, S., & O'Sullivan, S. (2016). A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion. International Journal of Inclusive Education, 20(6), 604-621. https://doi.org/10.1080/13603116.2015.1102339

Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: a Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118

Izaguirre, L. A., Rodríguez‐Fernández, A., & Fernández‐Zabala, A. (2023). Perceived academic performance explained by school climate, positive psychological variables and life satisfaction. British Journal of Educational Psychology93(1), 318-332. https://doi.org/10.1111/bjep.12557

Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction–job performance relationship: a qualitative and quantitative review. Psychological Bulletin, 127(3), 376-407. https://doi.org/10.1037/0033-2909.127.3.376

Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2013). Praxis, practice and practice architectures. In S. Kemmis & L. Bristol (Eds.), Changing Practices, Changing Education (pp. 25-41). Springer. https://doi.org/10.1007/978-981-4560-47-4_2

Khan, N. (2019). The impact of organizational climate on teachers commitment. Journal of education and educational development6(2), 327-342. https://files.eric.ed.gov/fulltext/EJ1235085.pdf

Laybourn, S., Frenzel, A. C., & Fenzl, T. (2019). Teacher procrastination, emotions, and stress: A qualitative study. Frontiers in Psychology, 10, Article 2325. https://doi.org/10.3389/fpsyg.2019.02325

Lin, Q. (2022). The relationship between distributed leadership and teacher innovativeness: Mediating roles of teacher autonomy and professional collaboration. Frontiers in Psychology, 13, Article 948152. https://doi.org/10.3389/fpsyg.2022.948152

Lin, Y. (2020). 积极性格工作意度的影:一调节中介模型 [The effects of proactive personality on job satisfaction: A moderated mediation model]. Psychological Development and Education, 36(1), 103-112. https://doi.org/10.16187/j.cnki.issn1001-4918.2020.01.12

Lipscombe, K., Buckley-Walker, K., & McNamara, P. (2020). Understanding collaborative teacher teams as open systems for professional development. Professional Development in Education, 46(3), 373-390. https://doi.org/10.1080/19415257.2019.1613256

Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration and Leadership49(3), 430-453. https://doi.org/10.1177/1741143220910438

Mailool, J., Kartowagiran, B., Retnowati, T. H., Wening, S., & Putranta, H. (2020). The effects of principal's decision-making, organizational commitment and school climate on teacher performance in vocational high school based on teacher perceptions. European Journal of Educational Research9(4), 1675-1687. https://doi.org/10.12973/eu-jer.9.4.1675

Mayes, E., Wolfe, M. J., & Higham, l. (2020). Re/imagining school climate: Towards processual accounts of affective ecologies of schooling. Emotion, Space and Society, 36, Article 100703. https://doi.org/10.1016/j.emospa.2020.100703

McGeown, V. (1979). School innovativeness as process and product. British Educational Research Journal5(2), 221-235. https://doi.org/10.1080/0141192790050208

McGeown, V. (1980). Dimensions of teacher innovativeness. British Educational Research Journal, 6(2), 147-163 https://doi.org/10.1080/0141192800060204

Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research67, 1-10. https://doi.org/10.1016/j.ijer.2014.04.003

Ministry of Education of the People's Republic of China. (2018). 中共中央国院关于全面深化新代教师队伍建改革的意 [Opinions of the central committee of the communist party of china and the state council on comprehensively deepening the reform of the construction of teacher team in the new era]. https://bit.ly/3QnDcu9

Moolenaar, N. M., Daly, A. J., Cornelissen, F., Liou, Y.-H., Caillier, S., Riordan, R., Wilson, K., & Cohen, N. A. (2014). Linked to innovation: Shaping an innovative climate through network intentionality and educators’ social network position. Journal of Educational Change15, 99-123. https://doi.org/10.1007/s10833-014-9230-4

Mu, H., Hu, Y., & Liu, H. (2016). 中学教工作意度及其影响因素研究 [Study of Chinese secondary school teachers’ job satisfaction and the influential factors]. Journal of Educational Studies12(2), 71-80. https://doi.org/10.14082/j.cnki.1673-1298.2016.02.009

Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education106, Article 103463. https://doi.org/10.1016/j.tate.2021.103463

Organisation for Economic Co-operation and Development. (2019a). OECD future of education and skills 2030: OECD learning compass 2030. https://bit.ly/49UJM21

Organisation for Economic Co-operation and Development. (2019b). TALIS 2018 Technical Report. OECD Publications. https://bit.ly/4dhr1ZH

Reyes, P., & Shin, H.-S. (1995). Teacher commitment and job satisfaction: A causal analysis. Journal of School Leadership5(1), 22-39. https://doi.org/10.1177/105268469500500102

Rossmiller, R. A. (1992). The secondary school principal and teachers' quality of work life. Educational Management and Administration20(3), 132-146. https://doi.org/10.1177/174114329202000302

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68

Şahin, F., & Tabak, H. (2020). Investigation of school administrators’ humour styles and school climate according to teacher perceptions. Acta Educationis Generalis10(3), 34-49. https://doi.org/10.2478/atd-2020-0019

Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that's the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress, and Coping, 20(2), 177-196. https://doi.org/10.1080/10615800701217878

Schwabsky, N., Erdogan, U., & Tschannen-Moran, M. (2020). Predicting school innovation: The role of collective efficacy and academic press mediated by faculty trust. Journal of Educational Administration, 58(2), 246-262. https://doi.org/10.1108/JEA-02-2019-0029

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001

Sukarmin, S., & Sin, I. (2021). School health as the mediator variable: determinants of the principal instructional leadership behavior. European Journal of Educational Research10(3), 1275-1286. https://doi.org/10.12973/eu-jer.10.3.1275

Tang, Y. (2021). Does information and communication technology (ICT) empower teacher innovativeness: a multilevel, multisite analysis. Educational Technology Research and Development, 69, 3009-3028. https://doi.org/10.1007/s11423-021-10052-1

Thurlings, M., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research85(3), 430-471. https://doi.org/10.3102/0034654314557949

Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review73(1), 71-97. https://doi.org/10.1080/00131911.2019.1705247

Uwannah, N. C., Egwuonwu, C. O. K., & James, N. C. (2022). Job autonomy, workload and home-work conflict as predictors of job satisfaction among employed women in academia. European Journal of Educational Management5(1), 35-48. https://doi.org/10.12973/eujem.5.1.35

Wanders, F. H. K., Dijkstra, A. B., Maslowski, R., & Van der Veen, I. (2020). The effect of teacher-student and student-student relationships on the societal involvement of students. Research Papers in Education, 35(3), 266-286. https://doi.org/10.1080/02671522.2019.1568529

Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review28, 315-352. https://doi.org/10.1007/s10648-015-9319-1

Weiqi, C. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education and Society, 40(5), 17-31. https://doi.org/10.2753/CED1061-1932400503

Wentzel, K. R. (2016). Teacher-student relationships. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of Motivation at School (2nd ed., pp. 211-230). Routledge. https://doi.org/10.4324/9781315773384

Yang, C., Chan, M.-K., Lin, X., & Chen, C. (2022). Teacher victimization and teacher burnout: Multilevel moderating role of school climate in a large-scale survey study. Journal of School Violence, 21(2), 206-221. https://doi.org/10.1080/15388220.2022.2041023

Zhang, P., & Xu, J. (2021). 异与逃避:高年人才在域的流——以高等育背景下年轻教师职为 [Discrepancy and escape: A qualitative study on the mobility of high-quality young talents in county areas - Taking the resignation of young teachers with higher education as an example]. 国青  [China Youth Study], (07), 5-14. https://doi.org/10.19633/j.cnki.11-2579/d.2021.0097

Zhang, W., He, E., Mao, Y., Pang, S., & Tian, J. (2023). How teacher social-emotional competence affects job burnout: The chain mediation role of teacher-student relationship and well-being. Sustainability, 15(3), Article 2061. https://doi.org/10.3390/su15032061

...