Teacher social class and differences in satisfaction in disadvantaged-status schools: results from a mixed-methods study using the teacher job satisfaction scale in Ireland

Little is known about teachers and school leaders from diverse backgrounds and their satisfaction levels in different school types (E. Keane et al. 2023. Diversifying the teaching profession: Dimensions, dilemmas, and directions for the future. Routledge). This article explores teacher social class as a mitigator of job satisfaction in disadvantaged-status schools, utilising data collected during a mixed-methods doctoral study of teachers from diverse social class backgrounds throughout Ireland (N = 265). Tests utilising the Teacher Job Satisfaction Scale (Pepe et al. 2017. Europe’s Journal of Psychology, 13(3), 396–416) demonstrated that participants from Ireland's two highest social classes rated their satisfaction with students and parents in disadvantaged-status schools significantly lower than participants from the five remaining classes. Interviews conducted with 20 of the 265 participants revealed that, when employed in disadvantaged-status schools, participants from Ireland's three highest social classes largely distanced themselves from students and parents, whereas participants from the four remaining classes engaged meaningfully. Results are interrogated using prior findings about class-based distancing (Keane 2011) and class and socio-relational behaviour theories (Bourdieu and Wacquant 1992; Brennan 2002. Higher education in a globalising world. Higher education dynamics. Springer). We discuss implications for teacher education policy, and equity and inclusion in schools. We conclude by emphasising the need for further research and encourage collaboration and exploration of the ‘continuum of complicity’ (Zembylas 2020. Pedagogy, Culture & Society, 28, 317–331) wherein all stakeholders openly examine how they have internalised and unconsciously perpetuate privilege.