Teacher job satisfaction
Teacher job satisfaction is a critical factor in the overall effectiveness of educational systems, directly influencing both teacher well-being and student success [7, 17]. Defined as the level of contentment teachers feel toward their professional roles, job satisfaction encompasses emotional responses to various aspects of their work environment [18, 19]. Its determinants are multifaceted, impacting teacher retention, instructional quality, and the broader educational climate. Among these, the school environment has consistently emerged as a primary influence. Research by Johnson et al. [1] underscores the significance of a positive school climate—characterized by supportive administration, collegial relationships, and active student engagement—in enhancing teacher satisfaction. Such environments provide essential emotional and professional support, fostering a sense of belonging and community among educators. By cultivating collaborative and nurturing school cultures, administrators can create conditions that support teacher well-being and professional efficacy [20].
Professional development opportunities further shape job satisfaction by offering pathways for growth and skill enhancement. Darling-Hammond et al. [2] demonstrated that teachers who engage in ongoing professional development report higher satisfaction levels. Continuous learning not only equips educators with updated instructional strategies but also fosters a sense of career progression and personal achievement [20, 21]. Schools that prioritize professional growth enhance teacher morale, effectiveness, and commitment, reinforcing job satisfaction as an integral aspect of professional life. At the same time, workload and work-life balance play crucial roles in determining satisfaction levels. Excessive workload and insufficient personal time are significant stressors, as identified by Skaalvik and Skaalvik [3], leading to diminished job satisfaction and increased burnout. Policies that promote manageable workloads and support work-life balance are essential for mitigating these challenges. By addressing such stressors, schools can create healthier work environments that foster greater retention and long-term well-being among teachers.
Other factors, such as compensation and job security, also influence job satisfaction by ensuring that teachers feel valued and fairly rewarded for their contributions. Adequate compensation provides recognition for their efforts, while job security offers stability and reduces anxiety about employment continuity. Together, these factors reinforce teachers’ commitment and satisfaction, enabling sustained engagement with their professional roles. Similarly, student behavior and classroom management play pivotal roles in shaping teachers’ experiences. Aldridge and Fraser [22] found that teachers who encounter fewer behavioral challenges report greater job satisfaction. Effective classroom management and robust support systems not only ease teaching challenges but also enhance the overall quality of the teaching experience. Positive interactions with students further contribute to a rewarding professional life, reinforcing teachers’ sense of efficacy and accomplishment.
In addition to external factors, internal characteristics such as teacher self-efficacy—the belief in one’s ability to perform effectively in the classroom—have a profound impact on job satisfaction. Self-efficacy has been consistently linked to greater resilience and motivation, as well as higher satisfaction levels [23, 24]. Confident teachers are better equipped to navigate challenges, derive fulfillment from their roles, and maintain a strong sense of purpose in their professional lives. This interplay between personal competence and satisfaction highlights the importance of fostering confidence in educators through supportive policies and practices.
School leadership styles also play an instrumental role in shaping teacher satisfaction. Transformational leadership, which emphasizes empowerment and inspiration, promotes a sense of ownership and purpose among teachers, thereby enhancing satisfaction [25]. Positive emotional climates within schools—where collaboration and mutual support are encouraged—further contribute to fulfilling professional experiences [26]. Effective leadership creates an environment in which teachers feel valued and supported, directly influencing their levels of satisfaction and commitment. Finally, student engagement significantly influences teacher satisfaction by acting as a powerful motivator. Positive interactions with students and the ability to observe tangible progress in their learning foster a sense of purpose and fulfillment for teachers [27]. Witnessing student improvement and enthusiasm validates teachers’ efforts, strengthening their dedication to the profession and their overall satisfaction with their roles.
In sum, teacher job satisfaction is shaped by a complex interplay of factors, including the school environment, professional development, workload, compensation, self-efficacy, and leadership. These interconnected influences highlight the need for multifaceted strategies that address both internal and external determinants of satisfaction. By creating collaborative and supportive environments, prioritizing professional growth, and addressing workload and compensation issues, educational institutions can enhance teacher well-being and foster enriching learning experiences for students. Addressing these factors holistically is essential for building sustainable and effective educational systems that support both teachers and learners.
The role of teacher collaboration in educational outcomes
Teacher collaboration refers to the cooperative efforts among educators to plan, implement, and evaluate instructional practices, aiming to enhance both professional growth and student learning outcomes [12]. This collaborative approach encompasses diverse practices such as lesson planning, co-teaching, and participation in Professional Learning Communities (PLCs), each playing a distinct role in fostering professional and instructional improvement [28]. Collaborative lesson planning is one of the most common forms of teacher collaboration [13]. It involves teachers working together to design, develop, and refine instructional plans, ensuring that lessons are cohesive and effective [29]. By sharing expertise and aligning instructional strategies, teachers can address diverse student needs more effectively and innovate their teaching practices [30]. This process not only enhances the quality of instruction but also fosters a sense of shared responsibility and mutual support among educators.
Co-teaching represents another significant form of collaboration, where two or more teachers jointly deliver instruction to a shared group of students [31]. This method can take various forms, such as team teaching, parallel teaching, and station teaching. Co-teaching promotes differentiated instruction, allowing teachers to address varied learning styles and needs within the classroom [32]. Moreover, co-teaching provides opportunities for teachers to model collaborative skills for students, demonstrating the value of teamwork and cooperative problem-solving [33]. The shared teaching responsibilities enable teachers to learn from one another, thereby enhancing their instructional techniques and classroom management skills [34]. Professional Learning Communities (PLCs) are structured groups of educators that meet regularly to discuss and improve teaching practices and student outcomes [35]. Grounded in the principles of continuous improvement, collective responsibility, and reflective practice, PLCs foster a culture of collaboration within schools [36]. Through data-driven discussions, sharing of best practices, and development of targeted interventions to address student learning challenges, PLCs not only nurture professional growth but also lead to the development of innovative instructional strategies that can be implemented across classrooms [37].
The various forms of teacher collaboration have been shown to positively impact both teacher and student outcomes. Teachers who engage in collaborative practices report higher job satisfaction and lower levels of burnout [14]. Furthermore, students in classrooms where teachers frequently collaborate tend to achieve higher academic performance and exhibit more positive attitudes toward learning. The collaborative culture nurtured through practices such as lesson planning, co-teaching, and participation in PLCs creates a supportive professional environment that benefits the entire school community [38]. A resounding theme in teacher job satisfaction research is the power of collaboration [18, 39]. When educators work together, sharing best practices, co-planning lessons, and offering mutual support, a sense of community and professional growth flourishes [40, 41]. This collaborative culture mitigates feelings of isolation and fosters a sense of shared purpose [42]. Leadership styles also play a crucial role in orchestrating successful collaboration. Studies suggest that distributed leadership, where decision-making is shared among educators, fosters teacher autonomy and collaboration [43, 44]. This approach empowers teachers by giving them a voice in shaping the school environment and curriculum. Furthermore, distributed leadership fosters a sense of ownership and investment in the school’s success, ultimately boosting job satisfaction [43]. Schools with strong instructional leadership also contribute significantly. When leaders create supportive school cultures that encourage collaboration and open communication, teachers feel valued and supported [45]. This supportive environment strengthens trust and creates a breeding ground for collaboration to flourish.
Overall, fostering a collaborative school culture through distributed leadership approaches appears to be a powerful strategy for enhancing teacher job satisfaction. This collaborative spirit transcends simply feeling less isolated; it empowers teachers, strengthens their belief in their abilities, and fosters a sense of shared purpose within the school community. Ultimately, a strong collaborative culture leads to a more fulfilling and enriching work experience for educators, which can positively impact student learning and achievement.
The role of social networks in supporting new teachers
Social networks, particularly those characterized by diversity in ties and connections, are fundamental to the professional development and well-being of new teachers, providing essential emotional support, professional guidance, and opportunities for collaboration [8, 10, 11]. These networks, encompassing both formal and informal relationships, play a significant role in helping novice educators navigate the challenges of transitioning from teacher preparation programs to professional practice [46, 47]. This transition, often marked by feelings of isolation and uncertainty, can be mitigated by the supportive framework offered by diverse social networks, which foster a sense of belonging and enhance job satisfaction [9, 48]. For example, Baker-Doyle [8] emphasizes that networks with a variety of social roles—such as colleagues, mentors, and community members—provide new teachers with diverse resources that enhance their professional support system.
Formal social networks for new teachers often include structured initiatives such as mentorship and induction programs, as well as participation in professional organizations [49, 50]. Mentorship programs have been widely recognized for their effectiveness in improving teacher retention and instructional competence [51, 52]. Experienced mentors provide personalized guidance, constructive feedback, and support that facilitates the professional growth and integration of new teachers into the school community [53]. Similarly, induction programs are designed to offer structured support and professional development during the critical early years of teaching [54]. Comprehensive induction programs, which combine mentoring, peer collaboration, and continuous learning opportunities, are instrumental in helping new teachers navigate classroom complexities, understand school culture, and develop effective teaching practices [16, 55]. These formal networks often introduce new teachers to a diverse array of professional connections, enhancing their access to varied resources and perspectives [56, 57]. Moolenaar [57] highlights that diverse professional networks within schools, including ties to administrators and specialists, foster collaboration by exposing teachers to a range of expertise.
In addition to formal structures, informal social networks are equally critical. These networks emerge organically through daily interactions within the school community, encompassing friendships and collegial relationships [58, 59]. Informal networks provide immediate and practical support, enabling teachers to seek advice, share resources, and address challenges in a more relaxed and accessible manner. The diversity of these informal ties—spanning different roles, experiences, and backgrounds—can enrich the support system, offering a broader range of insights and solutions [60]. Such relationships contribute significantly to a positive school climate and enhance overall job satisfaction [48, 61].
The rise of online social networks has further expanded the scope of support available to new teachers. Digital platforms and virtual communities enable connections with peers and experts across geographical boundaries, providing flexibility and convenience [62, 63]. Online professional learning networks (PLNs) allow new teachers to access a wide array of diverse resources and perspectives, engage in discussions, and continuously develop their skills. These virtual spaces facilitate the sharing of innovative teaching practices and foster a global sense of professional community [64, 65]. However, effective engagement in online networks requires intentional participation. Research suggests that simply being present is insufficient; new teachers must actively engage in targeted forums, follow relevant discussions, and seek out communities aligned with their specific needs and interests [66]. By doing so, they can curate personalized learning networks that enhance their professional growth and satisfaction [67]. It is also argued that diverse online networks, connecting teachers with educators from different regions and specialties, boost professional satisfaction by broadening support options [63].
The benefits of robust social networks extend beyond immediate support. Teachers with diverse and well-connected networks are more likely to overcome initial challenges, build confidence in their professional abilities, and sustain long-term commitment to the teaching profession [68,69,70]. Diverse social networks also play a pivotal role in fostering collective efficacy, where shared beliefs in the group’s ability to achieve success contribute to improved job satisfaction and teaching effectiveness [71]. Research suggests that diverse professional interactions, such as those with external experts and varied colleagues, enhance access to innovative practices, supporting both professional growth and a sense of shared purpose [70].
Online platforms have further diversified the landscape of teacher social networks, offering avenues for professional discourse on topics ranging from curriculum development to classroom management [72, 73]. These spaces provide opportunities for teachers to collaborate with colleagues from diverse backgrounds, share best practices, and gain exposure to innovative solutions. Participation in such communities can instill a sense of belonging and professional identity that transcends geographic limitations, enhancing both satisfaction and effectiveness [11, 74]. Güler et al. [11] found that diverse online networks positively influence well-being—a key aspect of job satisfaction—by providing varied emotional and professional support.
One critical element of social networks that significantly contributes to teacher job satisfaction is trust. Diverse networks built on trust and shared purpose create environments where teachers feel supported, valued, and empowered to collaborate [75,76,77]. Whether through formal mentorship or informal collegial relationships, these trusted connections foster a positive work atmosphere and enhance teachers’ overall satisfaction. Kolleck et al. [77] emphasize that trust within diverse networks, spanning different professional roles, is essential for effective collaboration and satisfaction. Furthermore, social networks act as conduits for disseminating knowledge and professional development. Access to a variety of perspectives and effective practices through online and offline connections enriches teachers’ skill sets, cultivates professional growth, and leads to heightened job satisfaction [48, 78, 79].
The quality of interactions within social networks often holds greater significance than the quantity of connections. Meaningful interactions, characterized by reciprocity and trust, exert a more substantial influence on teacher satisfaction compared to superficial ties [60, 80]. Targeted networks, such as professional learning communities (PLCs) and educator-specific online platforms, provide focused environments for collaboration [81]. These platforms allow teachers to connect with colleagues facing similar challenges, fostering a supportive and resource-rich community [65, 82].
Taken together, social networks offer a multifaceted support system for new teachers, influencing their professional development, well-being, and job satisfaction in profound ways. By fostering trust, collaboration, and access to resources, these networks create enriching environments that empower educators to navigate the complexities of their profession. However, the quality and nature of these connections remain key determinants of their effectiveness. Through meaningful engagement in professional learning communities and the cultivation of strong, reciprocal relationships, teachers can leverage the power of social networks to enhance their satisfaction and contribute to a more successful and enriching educational environment for both themselves and their students.
Conceptual framework
This study examines the constructs of social network diversity, teacher collaboration, and job satisfaction, hypothesizing direct and mediated relationships among them. Based on the literature, the framework posits that social network diversity enhances teacher collaboration, which subsequently increases job satisfaction. The combined effects of these constructs are critical in addressing the professional challenges faced by new teachers in urban public schools, particularly in resource-limited settings such as China. To clarify, this study defines social network diversity as the variety of social roles teachers engage with regularly, measured by the Social Network Index (SNI) [83]. The conceptual framework rests on three core hypotheses:
H1: social network diversity positively influences teacher collaboration
Social network diversity, defined as the variety of social ties and connections among teachers, plays a pivotal role in fostering collaboration. Diverse social networks provide access to a broad range of perspectives, resources, and support systems, which are critical for building collaborative relationships [9, 11, 46]. The presence of varied ties—such as those with colleagues, mentors, and external experts—promotes trust, shared responsibility, and innovative problem-solving [77, 84]. For instance, teachers with diverse networks can draw on a wider array of knowledge and experiences, enhancing their capacity for collaborative behaviors [73]. In educational settings, studies have shown that teachers with diverse professional connections report higher levels of collaboration due to increased access to varied knowledge and support systems [70].
Additionally, the diversity of social networks can facilitate the spread of collaborative practices and professional attitudes, creating an environment conducive to joint problem-solving and knowledge exchange [85]. Research also show that networks with varied roles enhance collaboration by connecting teachers to diverse expertise [60, 65]. This study, therefore, posits that new teachers embedded in diverse networks are more likely to engage in collaborative practices, leveraging the varied trust and resources within their networks to foster mutual learning and collective problem-solving.
H2: teacher collaboration positively influences job satisfaction
Teacher collaboration is a cornerstone of job satisfaction, as it fosters a sense of collective efficacy, reduces professional isolation, and enhances instructional quality. Collaborative practices such as co-teaching, team lesson planning, and participation in Professional Learning Communities (PLCs) create supportive work environments that strengthen professional relationships [12, 28, 40]. For example, Skaalvik and Skaalvik [3] found that teachers engaged in collaborative efforts experienced lower burnout and higher job satisfaction. Similarly, Meredith et al. [86] highlighted that fostering a collaborative culture and meaningful interpersonal interactions significantly mitigates burnout risks while promoting higher levels of job satisfaction.
Furthermore, research from a social network perspective shows that collaboration, facilitated by diverse professional ties, enhances instructional quality and job satisfaction [57]. Buyukgoze et al. [87] further highlight that professional collaboration mediates the effects of leadership practices on job satisfaction, emphasizing its critical role as an enabler of professional well-being. Collaborative relationships also foster trust and shared professional purpose, as shown by Kolleck et al. [77], where co-constructive collaboration within teacher teams contributed to higher levels of satisfaction among teachers. In the context of urban public schools, where resource constraints and large class sizes pose significant challenges, the role of collaboration becomes even more vital. Collaborative practices help mitigate these challenges by creating a strong sense of support and shared responsibility, ultimately enhancing job satisfaction among teachers.
H3: teacher collaboration mediates the relationship between social network diversity and job satisfaction
Diverse social networks provide the structural foundation for collaborative practices by fostering trust, shared goals, and professional relationships, which, in turn, translate into enhanced job satisfaction. Johnson et al. [1] argue that social networks indirectly improve job satisfaction by enabling collaboration and creating conditions conducive to professional growth. Darling-Hammond et al. [2] further demonstrate that professional networks contribute to higher teacher morale and job satisfaction by fostering collaborative cultures that facilitate trust and shared practices.
The mediating role of collaboration is supported by substantial evidence. Research indicates that the diversity of social relationships among teachers significantly shapes collaborative practices, which subsequently influence job satisfaction [57]. Meredith et al. [41] provide empirical evidence that collaborative cultures enhance trust and professional relationships, serving as a conduit for the positive effects of social networks on job satisfaction. Similarly, Buyukgoze et al. [87] underscore how professional collaboration mediates the relationship between leadership practices and teacher satisfaction, indicating that collaboration transforms the potential of social networks into actionable professional outcomes.
The findings of Kolleck et al. [77] further emphasize that collaboration within diverse social networks enhances trust and professional interactions, key factors in improving job satisfaction. By engaging in collaborative practices such as team teaching and joint problem-solving, teachers create a supportive and connected work environment that leverages the resources and relationships within their varied networks. Therefore, this study hypothesizes that teacher collaboration serves as a critical mediator, enabling diverse social networks to foster a culture of mutual support and shared purpose, ultimately enhancing job satisfaction.
Conceptual model of social network Diversity, teacher collaboration, and job satisfaction
The conceptual relationships among these constructs are visually represented in Fig. 1, illustrating direct and mediated pathways. This model integrates theoretical perspectives with empirical findings, highlighting the synergistic effects of diverse social networks and collaboration on teacher well-being. By focusing on new teachers in urban public schools, the framework provides a comprehensive perspective on how these factors interact to address professional challenges in high-stress environments. The alignment of this conceptual framework with the study’s mixed-methods design further strengthens its relevance. The quantitative phase employs SEM to test hypothesized relationships and measure the direct and indirect effects of social network diversity and teacher collaboration on job satisfaction. Concurrently, the qualitative phase explores the lived experiences of new teachers, offering contextualized insights into how diverse social networks and collaboration function in practice.
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