Dataset for: Satisfied and High-Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction

Job satisfaction has long been discussed as an important factor determining individual behavior at work. To what extent this relationship is also evident in the teaching profession is especially relevant given the manifold job tasks and tremendous responsibility teachers bear for the development of their students. From a theoretical perspective, teachers’ job satisfaction should be negatively related to turnover intentions and absenteeism, and positively to high-quality teacher-student interactions (i.e., emotional support, classroom management, and instructional support), enhanced student motivation, and achievement. This research synthesis provides a comprehensive overview of the relationship between teachers’ job satisfaction and these variables. A systematic literature search yielded 104 records. Random-effects meta-analyses supported the theoretically postulated relationship between teachers’ job satisfaction and their turnover intentions, absenteeism, teacher-student interactions, and students’ outcomes. Effects were significant not only for teachers’ self-reports of their professional performance, but also for external reports. On the basis of the research synthesis, we discuss theoretical, conceptual, and methodological considerations that inform future research and prospective intervention approaches.

工作满意度长期以来被视作决定职场个体行为的核心影响因素。鉴于教师肩负多样工作任务与培养学生成长的重大责任，该关联在教育行业中是否同样显著，便具有尤为关键的研究价值。从理论视角出发，教师工作满意度应与离职意向、缺勤率呈负相关，而与高质量师生互动（即情感支持、课堂管理与教学支持）、学生学习动机提升及学业成就呈正相关。本研究综述对教师工作满意度与上述变量间的关联展开了全面梳理。通过系统文献检索共获取104条有效记录，随机效应元分析验证了理论层面所假设的教师工作满意度与离职意向、缺勤率、师生互动及学生学业产出间的关联。该效应不仅在教师自身报告的专业表现维度上显著，在外部评价结果中同样具有统计学意义。基于本研究综述结果，本文进一步探讨了可为未来研究与前瞻性干预方案提供参考的理论、概念及方法论层面的考量要点。