The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School
By G. Stephanou, Georgios Gkavras, Maria Doulkeridou. 2013
88 citations recorded by the source corpus.
This study aimed at investigating a) teachers’ job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collective-efficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self- and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task- and self-related emotions; b) teachers’ self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers’ perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.
Subfields: Clinical Psychology, Education, Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/c8f2a5ba503369e2198192830433f79b7bd8c11b
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In Clinical Psychology
In Education
In Organizational Behavior and Human Resource Management
Citations in the corpus
- Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “This group-level belief contributes to emotional experiences and teacher job satisfaction (Stephanou et al., 2013) and to some academic outcomes (Tschannen-Moran & Barr, 2004).”
- Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs (2014, methodology): “Teacher’s concept of self-efficacy influence his personal choices, his motivations [15,47,57] and his actions [15,57].”