Does Teacher Autonomy Improve Job Satisfaction?: An Analysis of TALIS 2018 Data from Korean Lower Secondary Teachers

Purpose: This study aimed to examine the effect of teacher autonomy on job satisfaction using the TALIS 2018 data on Korean lower secondary teachers. Methods: Teacher autonomy was measured in three dimensions: authority over instructional practices, participation in school decision-making, and involvement in policy making. Job satisfaction was assessed in terms of satisfaction with the profession and the school environment. Hierarchical regression analysis was conducted using SPSS 29.0. Results: First, Korean teachers' autonomy differed by dimension: participation in school and policy decision-making were below the cross-national average, whereas authority over instructional practices was above it; satisfaction with the profession was above average but satisfaction with the school environment was below average. Second, hierarchical regression showed that participation in school and policy decision-making significantly predicted both outcomes, while instructional authority was significant only for satisfaction with the profession. Third, statistically significant interactions emerged between gender and policy making and between employment status and policy making. Conclusion: Teacher autonomy impacts job satisfaction in distinct ways across the dimensions. Expanding autonomy beyond the classroom to school and policy levels may enhance teachers' professional and institutional satisfaction.