When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching

By Angelica Moè, Francesca Pazzaglia, Lucia Ronconi. 2010

263 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/3c49f8651e96d8265ff078caa1d8c238847e5b13

How researchers see this paper

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

In Education

1. Benjamin Dreer
2. Philip Hiver

In Organizational Behavior and Human Resource Management

1. Benjamin Dreer
2. Philip Hiver

In Social Psychology

1. Benjamin Dreer
2. Philip Hiver

Citations in the corpus

• The interplay of possible language teacher selves in professional development choices (2013, background): “If a teacher’s self-efficacy is defined as ‘situation-specific confidence’ (Moe et al., 2010, p. 1145) in one’s ability to help students learn, the subcomponents of that confidence must also be assigned relevance.”
• Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Support for this proposition has been provided by findings showing that positive emotions are connected to the use of effective teaching strategies, effective teaching behaviour, instructional effectiveness and teachers’ job satisfaction (Kunter 2013; Frenzel 2014; Moè, Pazzaglia, and Ronconi 2010).”