It is essential to know how teacher’s satisfaction affects the performance of students. Using the data of the 2016 Annual Monitoring of the Academic Quality of Students in Basic Education in Jiangsu of China, this study applied a hierarchical linear model to analyze the impact of teacher’s satisfaction on the academic performance of elementary students. Results showed that both the self-realized satisfaction with the education work and the relationship between colleagues and students displayed a significant effect on students’ performance, whereas the satisfaction with the supervisors and administrative, the rationality of the payment, and the environment for further development did not show a significant impact on students’ performance. So based on these data, we suggest that it is critical to create a better self-realized condition for teachers to realize a good relationship with colleagues, and build up an incentive system for them to better stimulate their teaching enthusiasm.
Hierarchical Linear Model, Elementary School, Teacher Satisfaction, Students, Academic Per-formance
The Priority Academic Program Development of Jiangsu Higher Education Institutions (PAPD); 2016 Youth Special Key Funding Project of Education Science of “The 13th Five-Year Plan” in Jiangsu Province: Empirical Research on Compulsory Education Teachers’ Job Satisfaction and Its Influencing Factors in Jiangsu Province (c-a / 2016/02/15).
Banerjee, N., Stearns, E., Moller, S., & Mickelson, R.A. (2017) Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools. Am J Edu, 123(2):203-241.
Chen, J.C., & Silverthorne, C. (2008) The impact of locus of control on job stress, job performance and job satisfaction in Taiwan. Leader Organiz Dev J, 29(7):572-582.
Fortin, N.M., Oreopoulos, P., & Phipps, S. (2015) Leaving boys behind gender disparities in high academic achievement. J Human Resourc, 50(3):549-579.
Hattie, J. (2008) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. routledge.
Hu, Y.M. (2007) A study of the relationship between school resource allocation and students’ academic achievements: An empirical study based on rural primary and secondary schools in the western silent area (Master’s thesis, Beijing Normal University).
Iaffaldano, M.T., & Muchinsky, P.M. (1985) Job satisfaction and job performance: A meta-analysis. Psychol Bul, 97(2):251.
Iqbal, A., Fakhra, A. Z.I.Z., Farooqi, T.K., & Shabbir, A.L.I. (2016) Relationship between teachers’ job satisfaction and students’ academic performance. Euras J Edu Res, 16(65):335-344.
Jiang, Y. Qian, Q.Z. & Zhai, C.Y. (2006) Structural model of influencing factors of teacher job satisfaction. Psychol Sci, 29(1):162-164.
Jin, A.Q. (2001) Teacher education, professional title, research on the influence of age on the quality of classroom teaching. Ergonomics, 7(4):55-57.
Keaveney, S.M., & Nelson, J.E. (1993). Coping with organizational role stress: Intrinsic motivational orientation, perceived role benefits, and psychological withdrawal. J Acad Market Sci, 21(2):113-124.
Koh, W.L., Steers, R.M., & Terborg, J.R. (1995) The effects of transformational leadership on teacher attitudes and student performance in Singapore. J Organiz Behav, 16(4):319-333.
Lee, O.F., Tan, J.A., & Javalgi, R. (2010) Goal orientation and organizational commitment: Individual difference predictors of job performance. Int J Organiz Ana, 18(1):129-150.
Li, S.R. (2010) The boys crisis study of boys. Edu Dev Res, 40(15):48-52.
Li, W.D. & Sun, Y.X. (2012) The current situation, causes and reflections of “learning backwardness” of male students in China. Edu Res, 41(9):38-43.
Li, Y.C. & Yao, X.L. (2017) Attribution analysis of college teachers’ job burnout: Based on the qualitative study of NVivo10. Higher Edu Expl, 35(12):114-118.
Liu, H.Y., Yan, R.S. & Guo, D.J. (2003) A recent development of cognitive motivation theory-self-determinism. Psychol Sci, 26(6):1115-1116.
Liu, Y. (2010) The Influence of Parental Education Level on Children--An Empirical Analysis of Pupils’ Family in Five Western Provinces. 2010 China Education Economics Annual Conference Proceedings.
Mao, J., & Tang, Chen. (2015). The relationship between teacher team’s psychological capital and member organization’s citizen behavior: mediating role of job satisfaction. Chin J Clinl Psychol, 23(4):736-740.
Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Edu Eval Policy Ana, 19(3):245-275.
Mu, H.H., Hu, Y.M., & Liu, H.Y. (2016) Study on job satisfaction of middle school teachers and its influencing factors. J Edu, 12(2):71-80.
Nie, J.C., Pang, X.P, Zeng, J.X., & Long. W.J. (2016) Research on the influence of rural children’s brothers and sisters: exchange interaction or resource dilution? Populat J, 38(6):5-16.
Pan, Y.H. & Zhang, R.B. (2017) Multi-level analysis of factors affecting job satisfaction of junior high school class teachers: Based on the application of China Education Tracking Data (2013-2014). Edu Acad Monthly, 36(5):67-74.
Shi, W.L., & Wu, Z.H. (2001) The current situation of middle school teachers’ needs and the motivational strategies of middle school management. Edu Theo Pract, 21(2):17-21.
Sun, L. (2017). Comparative study on classroom teaching behaviors of higher vocational teachers with different satisfactions. Vocat Edu Comm, 35(9):17-20.
Wang, L.J., & Wang, J.P. (2018) The level, characteristics and comprehensive management of preschool teachers’ job burnout in ethnic areas: Based on the empirical analysis of the ethnic regions of Sichuan, Chongqing, Guizhou and Guizhou. Modern Prim Second Edu, 34(4):77-83.
Xiao, L.Q. (2013) The impact of junior high school teacher title evaluation standards on the quality of education (Master’s thesis, Capital Normal University).
Yang, J.H. (2006) Application of multi-layer model in the field of social sciences. Chin Populat Sci, 33(3):44-51.
Zeng, Q. (2000) The role of pupils in class participation (Doctoral dissertation).
Zhang, W.Z. (2011) Elementary school teacher needs and achievement motivation development and related research (Master’s thesis, Tianjin Normal University).
Zhao, B.H. (2011) Factors affecting teacher job satisfaction: analysis based on HLM. Edu Sci, 35(4):30-34.
Zhao, B.H. (2011) Family factors and mechanisms affecting the differences in academic performance between urban and rural students. J Edu Renmin Univ Chin, 9 (4):134-147.
Zheng, L., Hou. Y.N., & Liu, Y. (2014) Research on the relationship between family size and the development of children’s education. Edu Res, 35(4):59-69.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.