Does Teacher Job Satisfaction Impact Students’ Academic Achievement? A Cross-Subject Student Fixed Effect Study of the China Education Panel Survey

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Abstract/Contents

Abstract
Little is known about the causal relationship between teacher job satisfaction and student learning in low-and-middle income country contexts. This study analyzes the effect of teacher job satisfaction on students’ academic achievement in China, a middle-income country. The study uses data from the China Education Panel Survey 2014 and employs a cross-subject student fixed effect model. The main results show that teacher job satisfaction significantly increases students’ academic achievement by 0.361 standard deviations (p < 0.01). The effect is more pronounced for rural, economically disadvantaged, and migrant students. Policy implications are discussed.

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Type of resource text
Date created August 2022
Date modified December 5, 2022
Publication date August 2, 2022

Creators/Contributors

Author Zhang, Jingyue

Subjects

Subject Teacher job satisfaction
Subject Academic achievement
Subject Student fixed effect
Subject China
Subject Stanford Graduate School of Education International Education Policy Analysis
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User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
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This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

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Preferred citation
Zhang, J. (2022). Does Teacher Job Satisfaction Impact Students’ Academic Achievement? A Cross-Subject Student Fixed Effect Study of the China Education Panel Survey. Stanford Digital Repository. Available at https://purl.stanford.edu/jf326ng5406

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Graduate School of Education International Comparative Education Master's Monographs

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