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<p>This study investigates the mediating role of pedagogical practices (PP) on the relationship between teachers’ job satisfaction (TJS) and students’ negative practices (SNP) in mathematics classes across different genders within the United Arab Emirates (UAE). Using data from 1,247 Emirati teachers extracted from the PISA database, the research examines how enhanced pedagogical practices influence teacher satisfaction by mitigating negative student behaviors. Employing Hayes’ PROCESS macro for analysis, the study employs multiple regression models and utilizes bootstrapping with 5,000 resamples to confirm the mediation effect. The findings reveal that effective pedagogical practices significantly reduce students’ negative behaviors, which in turn increases teacher job satisfaction, irrespective of gender. This relationship holds steady across different demographic variables, demonstrating the robustness of pedagogical practices as a mediator in improving educational outcomes. Furthermore, the findings underscore the importance of adopting and refining educational approaches that support both student engagement and teacher well-being. Schools and educational policymakers are encouraged to implement strategies that focus on pedagogical effectiveness to foster an environment conducive to both teaching satisfaction and student learning success.</p>

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Unlocking mathematical success: how pedagogical practices mediate teacher satisfaction and student behavior in classrooms

  • 期刊论文

  • 发表日期：

    2025年7月24日

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  • Adeeb Jarrah,
  • Nagla Ali,
  • Othman Abu Khurma

摘要

This study investigates the mediating role of pedagogical practices (PP) on the relationship between teachers’ job satisfaction (TJS) and students’ negative practices (SNP) in mathematics classes across different genders within the United Arab Emirates (UAE). Using data from 1,247 Emirati teachers extracted from the PISA database, the research examines how enhanced pedagogical practices influence teacher satisfaction by mitigating negative student behaviors. Employing Hayes’ PROCESS macro for analysis, the study employs multiple regression models and utilizes bootstrapping with 5,000 resamples to confirm the mediation effect. The findings reveal that effective pedagogical practices significantly reduce students’ negative behaviors, which in turn increases teacher job satisfaction, irrespective of gender. This relationship holds steady across different demographic variables, demonstrating the robustness of pedagogical practices as a mediator in improving educational outcomes. Furthermore, the findings underscore the importance of adopting and refining educational approaches that support both student engagement and teacher well-being. Schools and educational policymakers are encouraged to implement strategies that focus on pedagogical effectiveness to foster an environment conducive to both teaching satisfaction and student learning success.