Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction

By Eithne Reilly, K. Dhingra, Daniel Boduszek. 2014

123 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/50bb62b926b8954629ff3d6947e15790e4eb459f

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. Carol A. Woehler
2. Gamze Kasalak
3. Ruzanna Topchyan
4. Miray Dağyar

In Organizational Behavior and Human Resource Management

1. Carol A. Woehler
2. Ruzanna Topchyan

In Social Psychology

1. Carol A. Woehler
2. Ruzanna Topchyan

Citations in the corpus

• The Relationship between Teacher Self-Efficacy and Teacher Job Satisfaction: A Meta-Analysis of the Teaching and Learning International Survey (TALIS). (2020, background): “However, there are also a few studies showing that self-efficacy has no impact on job satisfaction (Islam et al., 2018; Reilly et al., 2014).”
• Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? (2020, background): “Reilly et al. (2014) studied whether teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) predict job satisfaction in primary school teachers.”