Ning Bo, Liu Hongqiang, Cui Yiming
Research Institute for International and Comparative Education, Shanghai Normal University, Shanghai, China.
School of Foreign Languages, Henan University of Technology, Zhengzhou, China.
Front Psychol. 2022 Mar 25;13:834349. doi: 10.3389/fpsyg.2022.834349. eCollection 2022.
Although prior studies have extensively investigated the effect of working conditions upon professional satisfaction, the cross-national variance in the effect remains largely understudied due to technical or financial restrictions. The Teaching and Learning International Survey (TALIS) provides an opportunity to investigate the cross-country differences in the impact of working conditions upon principals' professional satisfaction. The current study attempts to investigate the overall and specific effects of principals' workplace environment satisfaction, rewards satisfaction, and workload stress on their professional satisfaction in 47 countries included in the TALIS 2018. The results indicate that workplace environment, rather than the typically regarded effort-reward issues, is the most powerful contributor to individual principals' professional satisfaction across 47 countries, while, in countries with low overall professional satisfaction, rewards satisfaction and workload stress are more powerful predictors for principals' professional satisfaction on the country level. This study may inform policymakers in school principal stimulation and retention that effective practice to stimulate and/or retain school principals may vary across countries and research findings derived from data on the individual level may not be applicable to practice on the country level.
尽管先前的研究广泛调查了工作条件对职业满意度的影响，但由于技术或资金限制，这种影响的跨国差异在很大程度上仍未得到充分研究。国际教学调查（TALIS）为调查工作条件对校长职业满意度的影响的跨国差异提供了一个机会。本研究试图调查校长对工作场所环境的满意度、对奖励的满意度以及工作量压力对其在2018年TALIS涵盖的47个国家中的职业满意度的总体和具体影响。结果表明，工作场所环境而非通常被认为的努力-回报问题，是47个国家中校长个人职业满意度的最有力贡献因素，而在总体职业满意度较低的国家，奖励满意度和工作量压力在国家层面上是校长职业满意度的更强有力预测因素。本研究可能会告知政策制定者有关校长激励和留任的情况，即激励和/或留住校长的有效做法可能因国家而异，并且从个人层面数据得出的研究结果可能不适用于国家层面的实践。
