The interplay among school climate, instructional quality and teacher job satisfaction: Mediation of teacher motivation

Abstract

Despite the significance of school climate and teacher motivation for instructional quality and teacher job satisfaction, prior research has not empirically tested the relationships among them. This study aims to elucidate the direct and indirect effects of school climate on teacher job satisfaction and instructional quality, with the mediating effect of teacher motivation. A correlational design was employed in this study, which conducted a secondary data analysis based on the Teaching and Learning International Survey (TALIS 2018) Türkiye dataset (3883 teachers) to explore the relationships and test the offered structural model. The results demonstrated that school climate has a direct effect on teacher job satisfaction and instructional quality. Furthermore, the study revealed that teacher motivation plays a mediating role in the relationships between school climate and instructional quality, as well as between school climate and teacher job satisfaction. However, the magnitudes of the indirect effects were found to be very small. The results are discussed in line with the literature and implications are provided.