Cultural dimensions of teacher job satisfaction in a collectivist context

Abstract

Culture is a broad context that has the potential to affect teachers’ job satisfaction. The present study investigated the relationships between self-construal and teacher job satisfaction in a collectivist culture. Participants of the study were 426 individuals from primary, secondary, and high schools (1st-12th grades) in a mid-sized city. Stepwise multiple regression analyses were used in the data analysis. The findings suggested that relational vertical, humanistic, and personal self-construal significantly predicted intrinsic satisfaction. Furthermore, collective horizontal and humanistic self-construal significantly predicted extrinsic satisfaction. Finally, collective horizontal, humanistic, and personal self-construal significantly predicted job satisfaction (total). These findings provide strong evidence of the explanatory power of self-construal in intrinsic satisfaction, extrinsic satisfaction, and job satisfaction (total).