Relationship between school climate and teacher satisfaction with work autonomy, work environment, and teaching profession: evidence from Alberta, Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Using Alberta data from TALIS 2018 (N = 959), this study examines how three school climate factors (disciplinary climate, teacher–student relations, and stakeholder participation in school decisions) relate to teacher job satisfaction. The authors differentiate among three distinct dimensions of job satisfaction: satisfaction with work autonomy, satisfaction with the work environment, and satisfaction with the teaching profession. The findings reveal that school climate factors are differentially associated with each dimension of teacher satisfaction. Notably, satisfaction with the work environment is most strongly predicted by all three school climate factors. Practically, the study provides actionable insights for improving teacher job satisfaction. Theoretically, it reinforces the notion that teacher job satisfaction is a multifaceted construct, with distinct influences across its dimensions. The results also imply that school climate primarily affects teachers’ satisfaction with their current schools, which may influence their intentions to change schools rather than leaving the teaching profession.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it