Differential Job Satisfaction among Teachers of General and SEN Students: A Multilevel Analysis of Determinants

Erer S, Aras EG, Tokay A. Differential Job Satisfaction among Teachers of General and SEN Students: A Multilevel Analysis of Determinants. In: Mistretta S, ed. Comparative Education - A Global Perspective . 1st ed. London: IntechOpen; 2025: 21. ; This study examines the multilevel determinants of teacher job satisfaction using TALIS 2018 data from 185,812 teachers in 14,826 schools across 45 countries. A multilevel modeling approach assessed individual-level determinants (demographics, motivation, self-efficacy, professional development) and school-level determinants (perceived work environment). Results show job satisfaction is positively associated with social utility motivation, teaching self-efficacy, effective professional development, stakeholder participation, positive teacher-student relations, and higher (possibly perceived as manageable) workload stress. Negative associations were observed for longer years of teaching experience, holding personal utility motivation, facing barriers to professional development, higher workplace stress, poor disciplinary climate, and frequent teacher cooperation (possibly reducing teacher autonomy). While the between-country variance was minimal, the introduction of school-level determinants into the models substantially reduced between-school variance, underscoring the role of work environment. Teachers of special education needs (SEN) students reported slightly lower satisfaction, even after controlling for unveiled multilevel determinants. Findings highlight the affective nature of teaching, shaped by cumulative positive and negative experiences within schools.