Analyzing the effects of teacher identity, teacher commitment and organizational commitment on job satisfaction in elementary school

The purpose of this study is to examine the effects of teachers identity, teacher commitment, and organizational commitment on job satisfaction. The research explores overall trends in teacher identity, teacher commitment, organizational commitment, and job satisfaction, along with the correlations between these variables. Additionally, it analyzes the influence of sub-factors of teacher identity, teacher commitment, and organizational commitment on job satisfaction. Data were collected through a survey of 203 elementary school teachers in Daegu, Gyeongsangbuk-do, Gyeongsangnam-do, and Daejeon. The findings of the study are summarized as follows: (1) Elementary school teachers generally exhibit positive perceptions of teacher identity, teacher commitment, organizational commitment, and job satisfaction. (2) A high positive correlation was observed between teacher identity, teacher commitment, organizational commitment, and job satisfaction. (3) Key factors influencing job satisfaction were professional growth within teacher identity, dedication to teaching and students, and emotional and normative organizational commitment. These findings highlight critical elements for improving the job satisfaction of elementary school teachers in the future.