An exploration of the interconnectedness between \nelementary teacher job satisfaction, school culture and \nstudent achievement: a study in two Canadian elementary schools
Bibliographic record
Abstract
This research study aimed to explore the interconnectedness between the job satisfaction of elementary teachers, school culture and student achievement. This study focused on the inter-relationship factors between elementary teacher job satisfaction and school culture. Further it examined the nature of the relational factors of school culture and elementary teacher job satisfaction that contribute to or hinder student achievement. \n \nThe school sites that participated in this research study were two high-performing elementary schools in Ontario, Canada (Junior Kindergarten to Grade 6), one from a lower socio-economic area and one from a middle to upper-middle socio-economic area. The principals and elementary teachers from these two schools were the participants in this research study. \n \nBy employing a sequential mixed-methodological approach, this research study looked at how collaborative school cultures conducive to learning affect teacher job satisfaction and motivation, which has the potential to contribute to student outcomes. The study used the mixed quantitative and qualitative data within the interpretivist perspective. This perspective helped to determine principals’ and elementary teachers’ views of how they perceive job satisfaction in relation to the school’s culture as well as their thoughts on the effect these two factors have on student achievement. \n \nThe findings of this research study led to a realization that elementary teacher participants are intrinsically motivated and have high levels of job satisfaction due to caring and collaborative relationships formed at work. The findings of this research study also indicated that both elementary teachers and principals enjoy autonomy as well as collaboration in their work settings which further ensures integrity and loyalty regarding their own careers and the careers of their colleagues. The significance of this research study has further emphasized the importance of collective action and distributed leadership (parallel leadership) on behalf of both elementary teachers and principals in order to sustain change and to further enhance student learning outcomes. This research study constructed a Cultural-Relational Leadership (CRL) model to further explain the relationship between elementary teacher job satisfaction, school culture and student achievement. The diagram below, (Figure I) outlines the model that emerged. The CRL Model is further discussed in Chapter seven of this research study.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.018 | 0.004 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".