School Socioeconomic Context and Teacher Job Satisfaction in Japanese Compulsory Education.
School Socioeconomic Context and Teacher Job Satisfaction in Japanese Compulsory Education.
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日本义务教育中的学校社会经济背景和教师工作满意度。
DOI：
10.7571/esjkyoiku.9.41
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Ryoji Matsuoka
中科院分区：
文献类型：
--
作者：
Ryoji Matsuoka
教育社会学家指出，在一度被视为平等主义的日本义务教育制度中，存在着与社会经济地位（SES）相关的不平等现象。除了个别学生之间的差异外，先前的研究还实证地显示了学校之间在学习成绩等重要指标上的基于SES的差异。本研究扩展了关于义务教育阶段学校间差异的文献，重点关注一个关键但未充分探讨的因素：教师。本研究使用2013年实施的教学与学习国际调查（TALIS 2013）中具有全国代表性的初中教师数据，调查了教师工作满意度（已知与离职率相关）是否因学校而异，以及教师自我效能感（影响工作满意度的主要因素）是否因学校而异。此外，本研究还评估了学校层面的社会经济地位是否可以解释学校之间在教师工作满意度和自我效能对工作满意度的影响方面的差异。使用多层次中介模型的结果表明，在这两个因素的差距确实受到社会经济地位。具体而言，学校SES通过学生行为问题的频率影响教师工作满意度：SES较高的学校的教师往往面临较少的学生行为问题，从而导致较高的工作满意度。同样，在自我效能感水平相同的教师中，SES较高的学校的教师工作满意度较高。这些实证研究结果表明，教师工作满意度取决于教师所处的社会经济背景，背景影响教师工作满意度部分通过学生的行为问题和教师自我效能感的不同影响。由于低社会经济地位学校教师的工作满意度较低，可能导致较高的流动率，这种情况需要政策干预，以帮助在日本“平均主义”的义务教育制度中，学生较不富裕的学校中面临更大困难的教师。
Sociologists in education have pointed out disparities associated with socioeconomic status (SES) in the Japanese compulsory education system that was once regarded as egalitarian. In addition to disparities between individual students, prior studies have empirically shown SES-based disparities among schools on important indicators such as academic performance. This study extends the literature on the disparities among schools in compulsory education by focusing on one critical but inadequately explored factor: teachers. Using nationally representative data of junior high school teachers from the Teaching and Learning International Survey administered in 2013 (TALIS 2013), this study investigates whether teacher job satisfaction, which is known to be related to turnover, varies among schools, and whether teacher self-efficacy, a major factor influencing job satisfaction, differently shapes job satisfaction among schools. In addition, the study assesses whether school-level SES explains the disparities among schools in teacher job satisfaction and in the effect of self-effi cacy on job satisfaction. Results using multilevel mediation modeling show that disparities in these two factors are indeed affected by SES. Specifically, school SES influences teacher job satisfaction through the frequency of students’ behavioral issues: teachers at higher-SES schools tend to face fewer student behavior problems, resulting in higher job satisfaction. Similarly, among teachers with the same level of self-efficacy, those at higher-SES schools have higher job satisfaction. These empir ical findings indicate that teacher job satisfaction depends on the socioeconomic context in which teachers are embedded; the context influences teacher job satisfaction partly through students’ behavioral issues and the differing effects of teachers’ self-efficacy. Since the lower job satisfaction of teachers in lower-SES schools may lead to higher turnover rates, this situation calls for policy intervention to help teachers who face greater difficulties in the schools with less affluent students within Japan’s “egalitarian” compulsory education system.
DOI：
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发表时间：
2016
期刊：
影响因子：
--
作者：
Toshihiro Nakajima;Noriteru Morita;Masato Sagawa;Koji Yamatsu
通讯作者：
Koji Yamatsu
日本义务教育学校之间的差异：使用 2007 年和 2011 年 TIMSS 进行的队列分析
DOI：
--
发表时间：
2014
期刊：
Educational studies in Japan : international yearbook
影响因子：
--
作者：
Matsuoka;R
通讯作者：
R
抑郁症和性别差异
DOI：
--
发表时间：
2006
期刊：
産科と婦人科 73(7)
影响因子：
--
作者：
Nomura;K.;中尾 睦宏;中尾 睦宏;中尾 睦宏;中尾 睦宏
通讯作者：
中尾 睦宏