A Path to Teacher Happiness? A Sense of Meaning Affects Teacher–Student Relationships, Which Affect Job Satisfaction

Shiri Lavy () and Shira Bocker ()
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Shiri Lavy: University of Haifa
Shira Bocker: Ariel University

Journal of Happiness Studies, 2018, vol. 19, issue 5, No 12, 1485-1503

Abstract: Abstract Meaningful work and meaningful relationships at work have been highlighted for their potential desirable consequences for employees and organizations. The present research focuses on teaching, as a potentially meaningful occupation, and suggests that teachers’ sense of meaning at work affects teacher–student relationships, which in turn affect teachers’ job satisfaction. This hypothesized path is examined in two complementary studies. In Study 1, 312 teachers completed self-report measures of their sense of meaning at work, perceived relationships with students, and job satisfaction. Results, based on structural equation modeling analysis, showed a good fit of the data to the theoretical model. In Study 2, 120 teachers completed daily measures of their sense of meaning at work, relationships with students, and job satisfaction. Results, based on HLM analyses, confirmed daily effects of teachers’ sense of meaning on teacher–student relationships, and daily effects of perceived teacher–student relationships on teachers’ job satisfaction. These findings point to a potential path through which teachers’ sense of meaning at work may affect work outcomes and attitudes. The theoretical and practical implications for the effects of meaningfulness and relationships at work for researchers, educators, and organizations are discussed.

Keywords: Meaningful work; Teachers; Teacher–student relationships; Job satisfaction; Diary study (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (5)

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DOI: 10.1007/s10902-017-9883-9

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