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ERIC Number: EJ1129364
Record Type: Journal
Publication Date: 2017-Feb
Pages: 39
Abstractor: As Provided
ISSN: ISSN-0195-6744
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools
Banerjee, Neena; Stearns, Elizabeth; Moller, Stephanie; Mickelson, Roslyn Arlin
American Journal of Education, v123 n2 p203-241 Feb 2017
Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math and reading growth in elementary school? (2) How do schools' organizational cultures moderate the relationship between teacher job satisfaction and student achievement growth? We examined these questions using the Early Childhood Longitudinal Survey and found that teacher job satisfaction has a modest but positive relationship with students' reading growth but no relationship with students' math growth between kindergarten and fifth grade. However, school culture and teacher job satisfaction interactively affect student achievement in both math and reading. We argue that future education reforms should place special emphasis on improving teacher job satisfaction and school culture.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A