The susceptibility of teachers' job satisfaction on teacher autonomy, student behavior, and participation

Ruhi, Mahdiye; Mahmoodi, Firooz; Parvari, Amin

doi:10.22055/edus.2025.48921.3719

The susceptibility of teachers' job satisfaction on teacher autonomy, student behavior, and participation

10.22055/edus.2025.48921.3719

Volume 33, Issue 1
April 2026

Pages 71-86

Document Type : Research Paper

Authors

mahdiye ruhi ¹

firooz mahmoodi ²

amin parvari ³

¹ Ph.D. Student, University of Tabriz, Tabriz, Iran.

² Professor, University of Tabriz, Tabriz, Iran.

³ Ph.D. of Higher Education Managment, University of Isfahan, Isfahan, Iran.

Abstract

Teacher job satisfaction is a critical determinant of instructional quality, teacher retention, and overall school effectiveness. Among the factors influencing teachers’ professional well-being, job autonomy, students’ classroom behavior, and student participation have received increasing attention, yet their interrelationships remain insufficiently understood. This study examined the direct and indirect effects of teachers’ job autonomy, perceived student behavior, and student participation on teachers’ job satisfaction. The study employed an applied, descriptive-correlational research design. The statistical population comprised all primary school teachers in Marand County (N = 1,732), from which 274 teachers were selected through convenience sampling. Data were collected using standardized questionnaires measuring teachers’ job autonomy, perceptions of student participation, perceptions of student behavior, and job satisfaction. The validity of the instruments was confirmed through expert review and confirmatory factor analysis, while reliability was established using Cronbach’s alpha coefficients exceeding 0.70. Data were analyzed using SPSS 26 for descriptive statistics and SmartPLS 3 for partial least squares structural equation modeling (PLS-SEM). The findings demonstrated that teachers’ perceptions of positive student behavior and active student participation were positively and significantly associated with job satisfaction. Moreover, teachers’ job autonomy exerted a significant indirect effect on job satisfaction through the mediating roles of student behavior and student participation. These findings indicate that providing greater professional autonomy while fostering supportive classroom environments can substantially enhance teachers’ occupational satisfaction. The study highlights the importance of simultaneously strengthening teacher autonomy and promoting constructive student engagement as complementary strategies for improving teachers’ professional well-being and educational effectiveness.

Keywords

teacher perception of student behavior

perception of student participation

job autonomy

teacher job satisfaction

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