Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

By Robert M. Klassen, Ming Ming Chiu. 2010

2,435 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f54baf64a887ef61ecfa8fa086d54023ea44305d

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. Einar M. Skaalvik
2. Rebecca J. Collie
3. Benjamin Dreer
4. Andrew J. Martin
5. Sidsel Skaalvik
6. H. Koomen
7. Herbert W. Marsh
8. Robert C. Pianta

In Social Psychology

1. Rebecca J. Collie
2. Einar M. Skaalvik
3. Andrew J. Martin
4. Herbert W. Marsh
5. P. Parker
6. Sidsel Skaalvik
7. Benjamin Dreer
8. Allan Wigfield

Citations in the corpus

• Classroom Ready? Pre-Service Teachers’ Self-Efficacy for Their First Professional Experience Placement (2018, background): “Also, longitudinal research studies would be beneficial since TSE is not stable at different professional development stages (Klassen & Chiu, 2010).”
• Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts (2020, result): “This would mirror other research which suggests that mid-career years of experience teachers reach a peak in self-efficacy and strategies for coping with classroom management and instructional issues (Klassen & Chiu, 2010).”
• Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, background): “…perceived stressors in the school environment, for instance disruptive student behavior, and measure stress by asking teachers about the sources of stress in the school environment (Collie, Shapka, & Perry, 2012; Gilbert et al., 2014; Klassen & Chiu, 2010, 2011; Klassen et al., 2013; Yoon, 2014).”
• An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “…one of the extensively studied variables for its documented effects on teachers’ instructional quality, organizational behaviours, and student learning outcomes (Caprara, Barbaranelli, Steca, & Malone, 2006; Guo, Connor, Yang, Roehrig, & Morrison, 2012; Klassen & Chiu, 2010; Klassen & Tze, 2014).”
• Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers (2019, background): “…cognitive processing, increasing job dissatisfaction and negative affect, increasing emotional exhaustion, decreasing work engagement and efficiency, lowering motivation, and rising the probability of burnout and teacher attrition (Klassen & Chiu, 2010; Skaalvik & Skaalvik, 2007, 2011, 2016).”
• Teachers’ Engagement at Work: An International Validation Study (2012, neutral): “We are less emphatic in our dismissal of the relationship: for teachers, work engagement may vary as a function of age and career stage in ways similar to self-efficacy, and may show increases and declines across career stage (e.g., Klassen & Chiu, 2010).”
• Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? (2020, background): “Klassen and Chiu (2010) suggested that female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy than their male colleagues.”
• Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “Several studies also reveal that teacher self-efficacy is associated with higher levels of job satisfaction (Johnson & Birkeland, 2003; Klassen & Chiu, 2010).”