Factors Determining Job Satisfaction of Fixed-term Fulltime Teachers

Comparison with Permanent Teachers Using TALIS 2018

Abstract

　　 Spreading casualization into teaching, nearly a quarter of the teachers in lower secondary schools in Japan currently work on fixed-term employment contracts. Previous studies pointed out that the casualization of teachers in Japan is due to the operation of labor demand side (governments and school board system), and thus, some research raised an alarm about the severe working conditions of fixed-term teachers. However, we should not overlook the fact that despite the unstable contracts, fixed-term fulltime teachers’ job satisfaction is comparable with permanent teachers. Hence, it could be inappropriate to regard fixed-term teachers merely as vulnerable employees. We should take not only the logic of the labor demand side but also the situation of the labor supply side into consideration. Therefore, this study examines the structural factors that influence the job satisfaction of fixed-term fulltime teachers compared to permanent teachers. Specifically, referring to previous studies, I focus on two major factors, namely “relationship with colleagues” and “relationship with students.” I use multilevel analysis with the raw data of the Teaching and Learning International Survey 2018 (TALIS 2018). 　　 First, in terms of individual characteristics (age, gender), only the twenties dummy variable significantly affected fixed-term teachers. This may be related to the presence of a segment of mid-career women who proactively choose to be fixed-term teachers. Second, divided by age group, the casual teachers experienced an alienation from colleagues, but relationship with colleagues was not part of the structure decreasing or increasing job satisfaction. Third, the significant factors were similar to those of the permanent teachers, and the paramount factor was relationship with the students. These findings indicate the necessity to consider fixed-term fulltime teachers with the scope of not a monolithic entity but an entity that includes internal variety. Moreover, it is also important for fixed-term teachers to not “be on fixed-term contracts” but “be a teacher.” Accordingly, to reveal the mechanism of casualization, we should consider the labor supply side perspective and view fixed-term teachers in the light of “being a teacher.”