초등교사 교직 만족도의 종단적 변화: 학생 및 학부모 관계의 역할

초록

The present study investigated longitudinal changes in teachers’ job satisfaction using data from the first to fourth waves of the Korean Teacher Longitudinal Study-Elementary School Teacher (KTLS-E). In addition, teachers’ gender, teaching experience, and educational attainment were examined as time-invariant covariates, and social relationships with students and parents were examined as time-varying covariates of longitudinal changes in job satisfaction. The results revealed that teachers’ job satisfaction exhibited a declining pattern over time. In particular, female teachers showed lower initial levels and faster rates of decline than male teachers. Additionally, teachers with less teaching experience showed faster declines in job satisfaction than those with more teaching experience. Social relationships with students and parents consistently and positively predicted job satisfaction across all time points, whereas their lagged effects on job satisfaction were inconsistent across time points. These findings suggest the need to develop and implement systematic support for fostering positive student-teacher relationships, educational interventions aimed at strengthening parent-teacher relationships, and targeted programs for female teachers and teachers with less teaching experience.

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