Abstract
The purpose of this study is twofold: (a) To confirm the mediating role of teachers’ self-efficacy between the relation of school climate and teachers’ job satisfaction and (b) to tease apart any cross-cultural effects of the association of self-efficacy and job satisfaction by comparing teachers’ responses. Drawing upon the publicly available TALIS 2018 (June 2019) database, a representative sample of 51,782 primary school teachers from 15 countries was used for the analyses. Structural equation modeling was implemented to test for mediation effects of teachers’ self-efficacy at the individuals’ level and a general linear model (GLM) MANOVA was applied to compare the participants’ scores in self-efficacy and job satisfaction across cultures. Results indicate, in accordance with previous research, that self-efficacy is a mediating variable of the relation between school climate and job satisfaction at the individuals’ level across cultures. Moreover, the GLM revealed statistically significant cross-cultural differences among teachers’ responses in job satisfaction and self-efficacy. These findings have implications for teachers’ wellbeing and resilience.
Highlights
Teachers’ self-efficacy and job satisfaction are two emerging fields of interest to applied researchers [1]
Self-efficacy beliefs are postulated as mediators between school climate and job satisfaction dimensions [1,3]
Large scale literature reviews have suggested that school climate contributes significantly, among other factors, to students’ achievement, teachers’ intention to remain professionally active, and successful school environment [4]
Summary
Teachers’ self-efficacy and job satisfaction are two emerging fields of interest to applied researchers [1]. The construct of teachers’ self-efficacy is closely connected with school climate variables such as teachers’ perception of students’ behavior. These school context factors are described, in the international literature, as variables that influence teachers’ self-efficacy (cf., [1,2]). Self-efficacy beliefs are postulated as mediators between school climate and job satisfaction dimensions [1,3]. Large scale literature reviews have suggested that school climate contributes significantly, among other factors, to students’ achievement, teachers’ intention to remain professionally active, and successful school environment [4]. School climate has been recognized by teachers as an essential part of the schools [5] and by researchers as a central point of applied research interest [6]
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