Showing 1 – 8 of 8 results.
Self-published
Unintended Consequences of Teacher Autonomy and Principal Leadership: Evidence from Teacher–Parent Communication and Teacher Well-Being (ICPSR 305610)
Released/updated on: 2026-07-17
Geographic coverage: South Korea
Time period: 2022-01-01--2022-12-31
This is the data deposit for the AERA Open paper "Unintended Consequences of Teacher Autonomy and Principal Leadership: Evidence from Teacher–Parent Communication and Teacher Well-Being." Motivated by recent tragedies highlighting teacher stress stemming from parental demands, this study examines the relationships among parent–teacher communication, teacher autonomy, principal leadership, and well-being in South Korea. Analyzing data from the Programme for International Student Assessment (PISA) 2022 with school fixed effects, we find that increased hours spent communicating with parents are negatively associated with multiple dimensions of teacher well-being. Furthermore, we uncover a critical “autonomy paradox”: although perceived autonomy generally enhances well-being, high levels of autonomy significantly exacerbate the negative association between communication hours and well-being. We also reveal that strong principal instructional leadership fails to mitigate this paradox and may even intensify the perceived burden. These findings challenge the assumption that autonomy or leadership functions as a protective resource. Instead, within high-pressure, bureaucratic systems, autonomy and leadership may operate as a managerial device and source of personal liability characterized by isolated responsibility rather than professional resources.
Self-published
Effectiveness of a SEL Program for Both Teachers and Students (ICPSR 208044)
Released/updated on: 2024-07-20
Geographic coverage: United States
This study investigated the effects of the Leader in Me (LiM), a social-emotional learning program implemented in thousands of schools. A mixed-method design included (1) a collective case study in four diverse, high-implementing elementary schools and (2) a post hoc quasi-experiment using propensity score 1:3 matching of 117 LiM and 348 non-LiM schools to compare achievement and discipline incident rates. The case study indicated that participants perceived TLIM as improving social-emotional competencies for both teachers and students. Teachers reported being more prosocial, feeling more camaraderie, using more effective discipline, developing better teacher-student relationships, and enjoying teaching more. Students were more prosocial, confident and motivated, and had fewer problem behaviors. School climate improved. Results replicated across four diverse schools. The quasi-experiment supported results of the collective case study. Schools implementing TLIM had higher mathematics and ELA, but not science, scores on state proficiency exams and fewer discipline incidents.
Self-published
Teachers’ Social Goal Orientations with the Job Demands-Resources Model: Data and Analysis Files (ICPSR 175341)
Released/updated on: 2022-07-15
Geographic coverage: Canada
These files contain the anonymized data used to create the tables and figures found in "Exploring Teachers’ Social Goal Orientations with the Job Demands-Resources Model".
Please refer to the abstract for the paper below:
Positive teacher-student relationships are recognized as critical social resources for promoting dyadic well-being and adaptive instruction. However, there is scarce research on the relationship between teachers’ motivation for connecting with students and teachers’ psychological adjustment. To explore the relationship, this study applied the job demands-resources model to investigate how teachers’ social goal orientations corresponded with their well-being, job satisfaction, and school commitment, with burnout and work engagement as mediating variables. Whereas teachers’ social mastery-approach goals (attempting to improve student relationship-building competencies) were expected to serve as beneficial psychological resources, their social work-avoidance goals (putting minimum effort into student relationships) were hypothesized to function as would detrimental occupational demands. Findings from mediational structural equation modeling of questionnaire responses from Canadian K-12 teachers (N = 154) showed teachers with stronger social mastery-approach goals to be more engaged and, in turn, report greater well-being, job satisfaction, and school commitment. In contrast, teachers with stronger social work-avoidance goals reported less work engagement that was further associated with lower well-being and job satisfaction, as well as greater burnout and, in turn, poorer job satisfaction. Implications concerning teachers’ interpersonal appraisals and psychological health initiatives were discussed. Curated
Schools and Staffing Survey, 1987-1988 [United States]: Teacher Follow-up Survey, 1988-1989, Revised Version (ICPSR 2734)
Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1988-01-01--1989-12-31
This data collection, a revised version of SCHOOLS AND STAFFING SURVEY, 1987-1988 [UNITED STATES]: TEACHER FOLLOWUP SURVEY, 1988-1989 (ICPSR 6270), is a follow-up to the Teacher Survey in SCHOOLS AND STAFFING SURVEY, 1987-1988 [UNITED STATES]: REVISED VERSION (ICPSR 2733). The Teacher Follow-Up Survey was designed to update data on teacher career patterns and plans and to determine attrition rates. A subsample of teachers who were in the profession during the school year 1987-1988 were queried: teachers who left the teaching profession between the school years 1987-1988 and 1988-1989 (leavers) and teachers who remained in the profession (stayers). Information in this revised collection is given separately for public school teachers (Part 1) and private school teachers (Part 2). Questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction.
Curated
Schools and Staffing Survey, 1990-1991 [United States]: Teacher Follow-up Survey, 1991-1992, Revised Version (ICPSR 2746)
Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1991-01-01--1992-12-31
This data collection, a revised version of SCHOOLS AND STAFFING SURVEY, 1990-1991 [UNITED STATES]: TEACHER FOLLOW-UP SURVEY, 1991-1992 (ICPSR 6317), is a follow-up to the Teacher Survey in SCHOOLS AND STAFFING SURVEY, 1990-1991 [UNITED STATES]: REVISED VERSION (ICPSR 2745). The Teacher Follow-Up Survey was designed to update data on teacher career patterns and plans and to determine attrition rates. It queried a subsample of teachers in the profession during the school year 1990-1991 and had two components: teachers who left the teaching profession between the school years 1990-1991 and 1991-1992 (former teachers) and teachers who remained in the profession (current teachers). Information in this revised collection is given separately for public school teachers (Part 1) and private school teachers (Part 2). Questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction. Data are also available on teachers who remained in the teaching profession but moved to different schools (movers).
Curated
Schools and Staffing Survey, 1993-1994 [United States]: Teacher Follow-Up Survey, 1994-1995, Revised Version (ICPSR 2763)
Released/updated on: 2006-01-18
Geographic coverage: United States
Time period: 1994-01-01--1995-12-31
This data collection is a one-year follow-up of a sample of teachers who responded to the Teacher Questionnaire in the SCHOOLS AND STAFFING SURVEY, 1993-1994 [UNITED STATES]: REVISED VERSION (ICPSR 2748). The Teacher Follow-Up Survey was designed to update data on teacher career patterns and plans and to determine attrition rates. It queried a subsample of teachers who were in the profession during the school year 1993-1994 and has two components: teachers who left the teaching profession between the school years 1993-1994 and 1994-1995 (leavers) and teachers who remained in the profession (stayers). Information in this collection is given separately for public school teachers (Part 1) and private school teachers (Part 2). Questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction.
Curated
Schools and Staffing Survey, 1990-1991 [United States]: Teacher Followup Survey, 1991-1992 (ICPSR 6317)
Released/updated on: 1995-03-16
Geographic coverage: United States
Time period: 1991-01-01--1992-12-31
This survey is a followup to the Teacher Survey from SCHOOLS AND STAFFING SURVEY, 1990-1991: [UNITED STATES] (ICPSR 6313) and is the fifth component of the Schools and Staffing Survey (SASS), conducted one year after the base-year data collection. The 1991-1992 Teacher Followup Survey (TFS), designed to update data on teacher career patterns and plans and to determine attrition rates, queried a subsample of teachers in the profession during the school year 1990-1991 and had two components: teachers who left the teaching profession between the school years 1990-1991 and 1991-1992 (former teachers) and teachers who remained in the profession (current teachers). For both groups, questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction. Data are also available on teachers who remained in the teaching profession but moved to different schools (movers).
Curated
Schools and Staffing Survey, 1987-1988 [United States]: Teacher Follow-up Survey, 1988-1989 (ICPSR 6270)
Released/updated on: 1994-10-19
Geographic coverage: United States
Time period: 1988-01-01--1989-12-31
This survey is a followup to the Teacher Survey from SCHOOLS AND STAFFING SURVEY, 1987-1988: [UNITED STATES] (ICPSR 9846) and is the fifth component of the Schools and Staffing Survey (SASS), conducted one year after the base-year data collection. The other four components of the SASS are the Teacher Demand and Shortage Survey, School Administrator Survey, School Survey, and Teacher Survey. The Teacher Followup Survey (TFS), designed to update data on teacher career patterns and plans and to determine attrition rates, queries a subsample of teachers in the profession during the school year 1987-1988 and has two components: teachers who left the teaching profession between the school years 1987-1988 and 1988-1989 (leavers) and teachers who remained in the profession (stayers). For both groups, questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction.