SCHOOL CLIMATE AND PART-TIME TEACHERS’ JOB SATISFACTION: A STUDY INVOLVING A TALIS SAMPLE FROM SERBIA

Predrag Živković, Dušan Ristanović, Biljana Stojanović

DOI Number
https://doi.org/10.22190/TEME220321047Z
First page
751
Last page
765

Abstract


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.


Keywords

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

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References


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DOI: https://doi.org/10.22190/TEME220321047Z

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