Influence of Perceived Teacher Identity on Job Satisfaction among Elementary School Teachers: Focusing on the Mediating Effect of Teacher Commitment

Abstract

This study is to analyze the relationship between elementary school teacher identity perception, job satisfaction, and teacher commitment. To this end, the influence of elementary school teacher identity perception on job satisfaction and the mediating effect model of teacher commitment were established, and the variables of teacher identity perception, job satisfaction, and teacher commitment were measured for 203 elementary school teachers in 5 regions of Korea. The analysis verified the influence and mediating effect among variables by applying structure equation modeling. The analysis results are as follows. First, the elementary school teacher identity perception has a positive impact on job satisfaction and teacher commitment. Second, teacher commitment has a positive impact on job satisfaction. Third, teacher commitment has a partial mediating effect between the elementary school teacher identity perception and job satisfaction. Therefore, it is necessary to consider the variable of teacher identity perception in the decision-making situation for policies and systems to increase the job satisfaction and teacher commitment of elementary school teachers. In a situation where educational innovation and reform are being promoted worldwide along with the 4th industrial revolution, teacher identity perception will act as an important factor in the success of these changes and innovation.