Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity
By E. Canrinus, Michelle Helms-Lorenz, D. Beijaard, J. Buitink, A. Hofman. European Journal of Psychology of Education, 2011
527 citations recorded by the source corpus.
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers’ professional identity. The present study contributes to the further development of a solid theory on teachers’ professional identity, which has been lacking.
Subfields: Education, Information Systems
View Paper: https://www.semanticscholar.org/paper/81f70c6602bb3f175e079fe92dfddecb2f19132e
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In Education
- P. D. den Brok
- Marieke Pillen
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- Josep Gustems-Carnicer
- Halis Sakız
- Hakan Sarıcam
Citations in the corpus
- Professional identity tensions of beginning teachers (2013, background): “Furthermore, research on professional identity (development) of teachers that has been done can provide us with other aspects to investigate professional identity (e.g., Canrinus et al., 2012; Day et al., 2007; Izadinia, 2013).”
- Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale (2020, methodology): “544226-L-bw-Hanna Processed on: 2-7-2020 PDF page: 50 CHAPTER III 50 Motivation was measured by eight items from the Dutch translation of the FIT-CHOICE scale (Watt & Richardson, 2007; translated by Fokkens-Bruinsma & Canrinus, 2012).”
- Coping strategies and psychological well-being among teacher education students (2012, background): “Similarly, the study by Canrinus et al. (2012) on the relevant indicators of teachers’ sense of their professional identity shows that the perception of self-efficacy was related to higher motivation, satisfaction and J.”
- Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey (2014, background): “It is maintained by some (e.g. Canrinus et al. 2012; Judge et al. 2005) that enhancement of self-efficacy can lead to increased sense of professional identity and occupational commitment among teachers.”