The relationships between collaborative school culture, stress and job satisfaction: Evidence from TALIS 2018

There are many studies that investigated the effects of school culture on teachers' perceptions, feelings and attitudes. Previous researches have shown that collaborative environment contribute greatly into teachers' job satisfaction and decrease stress level. However, there are few researches conducted in the African population. School culture may have different reflections in different cultural contexts. Especially the unique cultural characteristics of Sub-Saharan Africa may be an important determinant of the effects of school culture on teachers. Therefore, it is thought that examining the nature of the relationships between school culture, stress and job satisfaction in the African context will contribute to the field of educational administration. This study looked at the relationships among collaborative school culture, stress and job satisfaction in South African lower secondary schools based on TALIS 2018 data. TALIS 2018 public available data was obtained from OECD's web site and the data of 2046 lower secondary school teachers of South Africa were analyzed. TALIS survey provide internationally comparable data on education. The current study found collaborative school culture positively correlates with job satisfaction but negatively correlates with stress. Consequently, we found the practice of collaborative school culture to reduce teacher stress and allows for teacher job satisfaction. According to the results, recommendations were developed for practitioners to increase collaborative practices and create a collaborative school culture.