Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction

By Harsha N. Perera, Helena Granziera, Peter Mcilveen. 2018

193 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/df6e696e1556c7a6247a3d466256d6a300c1a9fe

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. Benjamin Dreer
2. Sammy K. Ho
3. E. Chan
4. M. Wong
5. Rebecca J. Collie
6. F. F. L. Ip

In Social Psychology

1. Sammy K. Ho
2. Benjamin Dreer
3. E. Chan
4. M. Wong
5. Rebecca J. Collie
6. F. F. L. Ip

Citations in the corpus

• Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “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.”
• COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy (2021, methodology): “Estimates of reliability for the personality factors were obtained from other studies using multi-item personality measures among Australian teachers (Kim et al., 2018; Perera et al., 2018).”
• 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.”