Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context

By Robert M. Klassen, E. Usher, M. Bong. 2010

390 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9e03fbe63083dda29c5c963838d92623f4d9bb8f

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Citations in the corpus

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise? (2011, background): “reported (Milner 2002; Milner and Woolfolk Hoy 2003), with both studies involving structured interviews, informal conversations, and context observations. Puchner and Taylor (2006) used a collective case study methodology with inexperienced elementary teachers and found evidence for the effect of a ”
National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries (2018, background): “…to influence teachers' cognitive processes (i.e., how they interpret new information), their social processes (e.g., how they interact with peers and students), and their motivational processes (e.g., the reasons underlying their behaviors) (Klassen et al.,2010; Hofstede, 1986; Jiang, 2016).”
Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, background): “As noted by Mojavezi and Tamiz (2012) most research on teacher self-efficacy has been based on Bandura’s conceptualization of self-efficacy, which is grounded in social cognitive theory (Bandura, 1977; Bandura, 1997; Bandura, 2006).”
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, positive): “Sound evidence of validity and reliability for the scale has been provided in several previous studies (e.g., Caprara et al., 2003; Klassen et al., 2010) and an adequate alpha was also found in the current study (α = .90).”
Handbook of motivation at school (2009, background): “Collective teacher self-efficacy bears a positive relation to teachers’ job satisfaction (Caprara, Barbaranelli, Borgogni, & Steca, 2003; Klassen, Usher, & Bong, 2010), which is a key ingredient in teacher retention.”
The relationship between person-organization fit and job satisfaction (2016, background): “Klassen, Usher, and Bong (2010) revealed that job stress was negatively related to job satisfaction for North American teachers.”
The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy (2020, background): “By investigating the relationship between principal leadership, collective efficacy, and teacher collaboration in Germany, the study builds on existing research into how cultural differences affect collective efficacy in school contexts (Klassen et al., 2010).”