The examining associations between student-teacher relationships, classroom disciplinary climate and job satisfaction

Several empirical studies conducted the effects of disciplinary school climate on teachers' perceptions, feelings and attitudes. Researches proved that school environment has a vital role in raising teachers' job satisfaction as well as student-teacher relationship quality. In spite of that, Turkish population was the sample of few researches. School disciplinary climate may have effects over the classroom in particular, and the whole school in general as it may affect either positively or negatively the student-teacher relationship and job satisfaction. Accordingly, it is stated that investigating the relationships between classroom disciplinary climate, student teacher relationship and teachers' job satisfaction will contribute to the field of educational administration. Therefore, the main aim of this study is to examine the associations between classroom disciplinary climate, student-teacher relationship and teachers' job satisfaction. This research examined the relationships between classroom disciplinary climate, student-teacher relationship and job satisfaction based on TALIS 2018 data. The Republic of Turkey is among the countries that participated in TALIS research in 2018. A total of 8342 teachers from 457 high schools from Turkey participated in TALIS 2018 research. TALIS is considered as a reliable source of data on teaching and learning in all over the world. In this research, sections 41 (classroom disciplinary climate), 49 (teacher-student relations) and 53 (teachers' job satisfaction) of TALIS 2018 Teacher Questionnaire were used. This study found that male teachers have more negative perceptions on classroom environment comparing to female teachers. Another finding of this study is that female teachers' level of job satisfaction is higher than male teachers' job satisfaction. From our investigation in the current study, we found that teachers' level of education has differentiated their job satisfactions in favor of teachers who have bachelor degree. In this study, the analyses showed a negative correlation between negative classroom disciplinary climate and job satisfaction. We also found a negative and weak correlation between negative classroom disciplinary climate and student-teacher relationships. Moreover, we found a moderate and positive correlation between student-teacher relationships and job satisfaction. It has been revealed that a positive classroom disciplinary climate will increase student-teacher relationships and promote teachers' job satisfaction. Based on study results, suggestions for policy makers and practitioners have been developed.