Investigating whether the effects of extrinsic and intrinsic factors on teachers’ dissatisfaction with the teaching profession show variation between countries is crucial, especially given the significant impact on quality of instruction, which is also associated with student performance. In this respect, the main aim of this study is to reveal the effects of a group of variables categorized as extrinsic and intrinsic factors and covered in OECD’s 2018 Teaching and Learning International Survey (TALIS). These factors include teacher-student relations, perceived value of teachers in their society, the participation of stakeholders in school decisions, teacher cooperation, teacher salary satisfaction, teacher gender, socioeconomic status (SES) composition of the class, teacher workload, and this study examines TALIS results from Finland, Italy, and Turkey. Structural equation modelling (SEM) were carried out to reveal relationships between extrinsic factors and teacher satisfaction with the profession, to investigate the effects of extrinsic and intrinsic factors on the dimensions of teachers’ satisfaction, and to reveal relationships among the dimensions of teacher satisfaction. In addition, the probability of having dissatisfied teachers with their jobs for each country were estimated by using two consecutive multiple logistic regressions. The results indicated that teachers’ satisfaction with the environment had a positive effect on satisfaction with the profession, which is highest in Finland compared to Turkey and Italy. In addition, when a group of variables are controlled for, teachers’ dissatisfaction with the profession was highest in Finland among the three countries and lowest in Turkey.

Keywords: Teachers’ job dissatisfaction, TALIS 2018, structural equation modelling (SEM)


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