Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion

By Einar M. Skaalvik, Sidsel Skaalvik. Psychological Reports, 2014

694 citations recorded by the source corpus.

Subfields: Education, Leadership and Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/74a1c9f3775cc3d43ae692dd5b87156ede7d9842

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Citations in the corpus

Teacher autonomy: how does it relate to job satisfaction and retention? (2020, methodology): “Low autonomy High autonomy High alignment Authoritative conformity Innovative collaboration Low alignment Micromanaged indifference Chaotic experimentation Adapted from Sparkes (2019).”
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, background): “Previous research shows that teacher engagement is positively predicted by teacher self-efficacy and negatively predicted by emotional exhaustion (Skaalvik & Skaalvik, 2014).”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “This finding resonates with the results of a significant body of studies highlighting the critical relationship between these variables (Fathi & Saeedian, 2020; Khani & Mirzaee, 2015; Sarıçam & Sakız, 2014; Skaalvik & Skaalvik 2014, 2017; Smetackova, 2017; Ventura et al., 2014).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, methodology): “Based on Bandura’s (1986) prior work, Skaalvik and Skaalvik (2014) defined teacher self-efficacy as “. . . individual teachers’ beliefs about their own abilities to plan, organize, and carry out activities required to attain given educational goals” (p. 69).”
Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach (2020, background): “A handful of studies have established a strong positive relation between teacher self-efficacy and job satisfaction with former enhancing the latter (e.g. Edinger & Edinger, 2018; Skaalvik & Skaalvik, 2014).”
Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? (2020, background): “…was explored are job performance (Judge et al., 2001), enthusiasm (Chen, 2007), teacher retention (Schaufeli & Salanova, 2007), teacher burnout (Skaalvik & Skaalvik, 2014), teacher commitment (Reyes & Shin, 1995), and teachers’ attitudes toward their daily work and the effort that they expend…”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Studies reporting a positive relationship between teacher engagement and job satisfaction with medium-to-high effect sizes (Skaalvik and Skaalvik 2014; Pepe et al. 2019; Perera, Granziera, and McIlveen 2018) support this proposition.”
Challenge job demands and job resources to university teacher well-being: the mediation of teacher efficacy (2020, background): “Studies of teacher well-being have provided consistent supporting evidence for the positive relationship between teachers’ efficacy and work engagement (Skaalvik and Skaalvik 2014).”
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “…G = w or k en ga ge m en t; JS A T = jo b sa tis fa ct io n. relationships are in line with previous studies conducted with school teachers (e.g., Høigaard et al., 2012; Perera et al., 2018; Skaalvik & Skaalvik, 2014), showing that self-efficacy contributes to work engagement and job satisfaction.”