TEACHERS' SELF-EFFICACY BELIEFS AS DETERMINANTS OF JOB SATISFACTION AND STUDENTS' ACADEMIC ACHIEVEMENT: A STUDY AT THE SCHOOL LEVEL

By G. Caprara, Claudio Barbaranelli, Patrizia Steca, Patrick S. Malone. 2006

1,673 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1355cbc8746b8e4ca44e5a4babb557d2aebcd6e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, background): “Studies on the relation between teacher motivation – with the exception of teacher self-effi cacy (e.g., Caprara et al., 2006) – and student achievement are largely missing.”
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools (2017, background): “Several of these factors have been linked with higher student achievement (Caprara et al. 2006; Crosswell and Elliott 2004; Palardy and Rumberger 2008; Park 2005; Renzulli et al. 2011).”
University Student Mental Well-Being during COVID-19 Outbreak: What Are the Relationships between Information Seeking, Perceived Risk and Personal Resources Related to the Academic Context? (2020, result): “Based on our correlational results and, as demonstrated in previous studies [56,63,73], academic efficacy beliefs, satisfaction and university sense of belonging could be considered as some relevant protective factors for students’ mental health, suggesting that supportive university env”
Teachers’ resilience and well-being: a role for educational psychology (2014, neutral): “achievement (Caprara et al., 2006; Miller, 2003; Tschannen-Moran & Hoy, 2001).”
Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy (2019, background): “These results are consistent with prevalent findings highlighting the beneficial effects of teacher self-efficacy on teaching performance and teacher well-being (e.g. Caprara et al., 2006; Skaalvik & Skaalvik, 2010; Tschannen-Moran & Hoy, 2001).”
The relationship between self-compassion, self-efficacy, and control belief about learning in Turkish university students (2009, background): “Similarly, research has consistently indicated that self-efficacy is positively related to adaptive variables such as general academic achievement (Caprara et al., 2006; Ferla et al., 2008), locus of control (Strauser, Ketz, & Keim, 2002), homework practices (Bassi et al., 2007; Zimmerman &…”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Furthermore, job satisfaction wields positive impacts on job performance, such as instructional quality and student learning (Klusmann et al. 2008; Kunter et al. 2013; Caprara et al. 2006; Judge et al. 2001).”