School leadership matters: Evidence from TIMSS on teacher job satisfaction and students’ academic outcomes

Q1 Social Sciences
Nurullah Eryilmaz , Rolf Strietholt
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引用次数: 0

Abstract

This study investigates the relationship between school leadership support and educational outcomes, focusing on student academic achievement and teacher job satisfaction, utilizing a meta-analytic approach with data from the TIMSS 2015 survey. The dataset comprises responses from eighth-grade mathematics and science teachers across 45 countries. Meta-analytic integration reveals that leadership support has a small-to-moderate positive effect on teacher job satisfaction, with pooled effect sizes of 0.20 (95 % CI: [0.18, 0.22]) for mathematics teachers and 0.22 (95 % CI: [0.19, 0.24]) for science teachers. However, leadership support demonstrates a small negative association with student achievement in both mathematics (-0.05, 95 % CI: [-0.07, -0.03]) and science (-0.04, 95 % CI: [-0.05, -0.02]). These findings highlight the complex interplay between leadership practices, teacher well-being, and student performance, underscoring the need for nuanced strategies that address these dynamics to enhance both teacher satisfaction and student outcomes.
学校领导重要:TIMSS关于教师工作满意度和学生学业成绩的证据
本研究利用TIMSS 2015年调查数据,运用元分析方法研究了学校领导支持与教育成果之间的关系,重点关注学生学业成绩和教师工作满意度。该数据集包括来自45个国家的八年级数学和科学教师的回答。元分析整合显示,领导支持对教师工作满意度有小到中等的正向影响,数学教师的综合效应量为0.20 (95% CI:[0.18, 0.22]),科学教师的综合效应量为0.22 (95% CI:[0.19, 0.24])。然而,领导的支持与学生在数学(-0.05,95% CI:[-0.07, -0.03])和科学(-0.04,95% CI:[-0.05, -0.02])上的成绩呈负相关。这些发现强调了领导实践、教师幸福感和学生表现之间复杂的相互作用,强调了解决这些动态的微妙策略的必要性,以提高教师满意度和学生的成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.90
自引率
0.00%
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0
审稿时长
69 days
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