The interplay among school climate, instructional quality and teacher job satisfaction: Mediation of teacher motivation

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-02-16 DOI:10.1016/j.ijedudev.2025.103231

Cahit Erdem , Mehmet Koçyiğit

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引用次数: 0

Abstract

Despite the significance of school climate and teacher motivation for instructional quality and teacher job satisfaction, prior research has not empirically tested the relationships among them. This study aims to elucidate the direct and indirect effects of school climate on teacher job satisfaction and instructional quality, with the mediating effect of teacher motivation. A correlational design was employed in this study, which conducted a secondary data analysis based on the Teaching and Learning International Survey (TALIS 2018) Türkiye dataset (3883 teachers) to explore the relationships and test the offered structural model. The results demonstrated that school climate has a direct effect on teacher job satisfaction and instructional quality. Furthermore, the study revealed that teacher motivation plays a mediating role in the relationships between school climate and instructional quality, as well as between school climate and teacher job satisfaction. However, the magnitudes of the indirect effects were found to be very small. The results are discussed in line with the literature and implications are provided.

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.