Predrag Živković, Dušan Ristanović, Biljana Stojanović

DOI Number
First page
Last page


This study aimed to determine part-time teachers’ attitudes (based on a sample of respondents from the Republic of Serbia) (N=727) about school climate and job satisfaction; it also aimed to examine the nature, level, and intensity of the connection between these two complex variables. To examine such attitudes, we used several questionnaires on school climate and job satisfaction extracted from the Teaching and Learning International Survey (TALIS), 2013. Based on the instrument we utilised, the school climate could be categorised and studied as a two-component dimension reflecting two aspects of part-time teachers’ school life: general school issues, and issues related to students’ needs and well-being. We concluded that there is a significant correlation between part-time teachers’ school climate and job satisfaction. School climate explains 27% of the job satisfaction variance, indicating the importance of the observed regression relationship.


part-time teachers, school climate, job satisfaction, TALIS 2013, Serbia

Full Text:



Akkaya, R., & Akyol, B. (2016). The relationship between teachers’ locus of control and job satisfaction: A mixed method study. International Online Journal of Educational Sciences, 8(3), 7182.

Aldridge, J.M., & Fraser, B.J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291–307.

Anđelković, I., & Petrović, D. (2018). Mišljenja nastavnika u Srbiji o povratnim informacijama koje dobijaju o svom radu: sekundarne analize istraživanja Talis 2013 [Opinions of teachers in Serbia regarding performance feedback they receive: Secondary analyses of the TALIS 2013 study], Godišnjak za psihologiju, 15, 4155.

Belmonte, D. (2005). Teaching on Solid Ground: Nuance, Challenge, and Technique for the Emerging Teacher. Thousand Oaks California: Corwin Press.

Bekingalar, L. (2015). Examining Opinions and Perceptions Regarding Substitute Teachers and Their Impact on Student Learning. PhD Thesis. Nova Southeastern University, USA.

Bogler, R., & Nir, A.E. (2012). The importance of teachers’ perceived organizational support to job satisfaction. Journal of Educational Administration, 50(3), 287306.

Burke, W.W., & Litwin, G.H. (1992). A causal model of organizational performance and change. Journal of Management, 18(3), 523–545.

Cardon, P.W. (2002). A qualitative study of the perceptions of substitute teaching quality. SubJournal: For Personnel Responsible for Substitute Teaching, 3(2), 2943.

Chirkina, T.A., & Khavenson, T.E. (2018). School climate: A history of the concept and approaches to defining and measuring it on PISA questionnaires. Russian Education & Society, 60(2), 133–160.

Clifton, R., & Rambaran, R. (1987). Substitute teaching: Survival in a marginal situation. Urban Education, 22(3), 310−327.

Cohen, J., McCabe, L., Michelli, N.M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213.

Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (2015). Teachers’ beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction. Learning and Instruction, 39, 148157.

Cucchiara, M.B., Rooney, E., & Robertson-Kraft, C. (2015). “I’ve never seen people work so hard!” Teachers’ working conditions in the early stages of school turnaround. Urban Education, 50(3), 259–287.

Damianos, M. (1998). Substitute teachers in elementary schools and their professional discourse. Unpublished master’s thesis. Ontario Institute for Studies in Education of the University of Toronto, Canada.

Driedger-Enns, L.M. (2014). Relational identity making on the professional landscape as a substitute teacher: Interruptions and continuities. Teacher Education Quarterly, 41(3), 87103.

Duggleby, P., & Badali, S. (2007). Expectations and experiences of substitute teachers. The Alberta Journal of Educational Research, 53(1), 22−33.

Đorđić, D., & Damjanović, R. (2016). Školska klima, njen značaj za ponašanje učenika i mogućnosti merenja [School climate, its importance for students' behavior and possibilities of measurement]. Teme, 40(1), 301-317.

Gershenson, S. (2012). How do substitute teachers substitute? An empirical study of substitute-teacher labor supply. Economics of Education Review, 31(4), 410430.

Halpin, A.W., & Croft, D.B. (1963). The Organizational Climate of Schools. Chicago: Midwest Administration Center of the University of Chicago.

Horn, J.L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185.

Jenkins, S., Smith, H., & Maxwell, T. (2009). Challenging experiences faced by beginning casual teachers: here one day and gone the next! Asia-Pacific Journal of Teacher Education, 37(1), 63−78.

Jevtić, B., & Milošević, D. (2022). Identifying the dimensions of the school climate from the perspective of primary school students. Teme, Vol. XLVI, No 3, 677-692.

Kasalak, G., & Dağyar, M. (2020). The relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the Teaching and Learning International Survey (TALIS). Educational Sciences: Theory and Practice, 20(3), 16–33.

Kašparova, V., Potužnikova, E., & Janik, T. (2015). Subjektivně vnímaná zdatnost učitelů v kontextu jejich profesního vzdělávání: zjištění a výzvy z šetření TALIS 2013 [Teachers’ self-efficacy in the context of their professional development: Findings and challenges of TALIS 2013]. Pedagogická orientace, 25(4), 528–556.

Kopelman, R.E., Brief, A.P., & Guzzo, R.A. (1990). The role of climate and culture in productivity. In: B. Schneider (Ed.), Organizational Climate and Culture (pp. 282–318). Jossey-Bass.

Malinen, O.P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: a longitudinal study. Teaching and Teacher Education, 60, 144–152.

Mitina, L.M. (2012). Психология профессионалоѝ деятельности педагога: системньѝ личностно-развивающиѝ подход [Psychology of teacher profession: Systematic personal-development approach]. Педагогическое образование: Вестник Московского университета, 3, 48−64.

O’Connor, K. (2009). No substitute teacher left behind. Principal, 89(1), 32–36.

OECD (2014a). TALIS 2013 Results: An International Perspective on Teaching and Learning. Paris: TALIS, OECD Publishing.

OECD (2014b). TALIS 2013 technical report. Paris: TALIS, OECD Publishing.

Pietsch, M., & Williamson, J. (2009). I'm tentatively teaching: Crossing the border from student of teaching to teacher of students. In: J. Mitchell (Ed.), Teacher Education Crossing Borders: cultures, contexts, communities and curriculum (pp. 1–15). Australia: ATEA.

Scholenko, K. (2018). Comparing job satisfaction between certified and noncertified substitute teachers. Doctoral dissertation, Walden University.

Shaukat, S., Vishnumolakala, V.R., & Al Bustami, G. (2019). The impact of teachers’ characteristics on their self-efficacy and job satisfaction: a perspective from teachers engaging students with disabilities. Journal of Research in Special Educational Needs, 19(1), 68–76.

Schneider, B. (1972). Organizational climate: Individual preferences and organizational realities. Journal of Applied Psychology, 56(3), 211–217.

Shoshani, A., & Eldor, L. (2016). The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research, 79, 5263.

Skaalvik, E.M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.

Skaalvik, E.M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77.

Skaalvik, E.M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession— What do teachers say? International Education Studies, 8(3), 181192.

Sun, J., & Xia, A. (2018). Teacher-perceived distributed leadership, teacher self-efficacy and job satisfaction: A multilevel SEM approach using the 2013 TALIS data. International Journal of Educational Research, 92, 86–97.

Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: four case studies. Teaching and Teacher Education, 32, 55–65.

Vorell, M.S. (2012). A qualitative analysis of the coping strategies of substitute teachers. Alberta Journal of Educational Research, 57(4), 479–497.

You, S., Kim, A.Y., & Lim, S.A. (2016). Job satisfaction among secondary teachers in Korea: effects of teachers’ sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284–297. 1177/1741143215587311

Zakariya, Y. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education, 7:10.

Zullig, K.J., Koopman, T.M., Patton, J.M., & Ubbes, V.A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139–152.



  • There are currently no refbacks.

© University of Niš, Serbia
Creative Commons licence CC BY-NC-ND
Print ISSN: 0353-7919
Online ISSN: 1820-7804