Tracking and teacher satisfaction, role of study culture and trust

A multilevel analysis of data from 711 teachers and 3,760 pupils in a sample of 34 Flemish (Belgium) secondary schools (19 technical/vocational and 15 general schools') demonstrated a relation between tracking and teachers' job satisfaction. Teachers in technical/vocational schools tended to be less satisfied with their jobs than were teachers in general schools. The relation seemed ascribable to pupils' culture, which was far less study oriented in technical/vocational schools than in general schools. Results show that pupils' study culture affected teacher satisfaction by its influence on teacher trust and faculty trust.