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

This study examines how teachers’ collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was negatively related to job satisfaction for North American teachers (i.e., teachers from Canada and the United States), whereas the cultural dimension of collectivism was significantly related to job satisfaction for the Korean, but not for North American teachers. For motivation theorists, the results from this study provide evidence that cultural context influences how motivation beliefs are understood and expressed in diverse settings. For educators, this study underlines the importance of collective motivation as a source of individual job satisfaction.     

Understanding the link between professional learning communities and teacher collective efficacy

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective, research-based PLC practices, how these specific practices effect collective efficacy has not been thoroughly studied. This study, using structural equation modeling (SEM), investigated the relationship between PLCs and teachers’ collective efficacy drawing on 310 surveys from 16 schools in 1 district that had systematically implemented PLCs. Our findings showed that higher functioning PLCs predict higher levels of teacher collective efficacy (TCE). This suggests that engaging and supporting teachers in PLC work, as this district did, can lead to enhanced collective efficacy, which in turn can contribute to improved student achievement.     

Job satisfaction,school rule enforcement,and teacher victimization

Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011–2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze effects of school rule enforcement and teacher victimization on job satisfaction. Findings indicated that teachers who perceived higher enforcement of school rules had higher job satisfaction. In particular, consistent enforcement of rules by school administrators had a significantly greater effect on satisfaction than collegial enforcement of rules. Findings also indicated that teacher victimization has a significantly negative effect on job satisfaction. Consistent enforcement of school rules may reduce instances of student misbehavior and teacher victimization, helping reduce teacher stress and anxiety, leading to greater job satisfaction. Implications for policy and practice are explored, examining what administrators can do to protect teachers and improve satisfaction.     

Teaching in the Yukon: Exploring teachers’ efficacy beliefs,stress, and job satisfaction in a remote setting

This article presents a mixed methods examination of teachers’ job beliefs in the Yukon Territory in northern Canada. In Study 1 we used questionnaires to examine job beliefs for 221 teachers from the Yukon and western Canada. Teachers’ self- and collective efficacy and workload stress were lower for Yukon teachers, but levels of overall stress and satisfaction were similar across settings. In Study 2 we conducted interviews to examine how geographical, community, and cultural factors were related to Yukon teachers’ job beliefs. Results showed that job stress and job satisfaction were influenced by physical and human geography, level of connection with the community, and by the community's cultural transitions. The findings highlight the influence of cultural and community factors on teachers’ working lives.     

Efficacy beliefs,job satisfaction,stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic

The purpose of the present study was to investigate the effects of efficacy, job satisfaction, job stress and their influence on the occupational commitment of English-medium content teachers. A total of 109 practicing English-medium and Spanish-medium content teachers from the Dominican Republic volunteered to participate in the study. Findings suggest both teacher self-efficacy and collective efficacy measures were inversely but significantly correlated with occupational commitment and positively correlated with job satisfaction. The results also showed significant differences between English-medium and Spanish-medium content teachers’ self-efficacy, job satisfaction, job stress and occupational commitment. These findings have significant implications for advancing theory and practice. Recommendations for further research are discussed.     

PERSONAL AND SCHOOL CULTURAL FACTORS ASSOCIATED WITH THE PERCEPTIONS OF TEACHERS’ EFFICACY IN HANDLING STUDENT MISBEHAVIOR

One approach for understanding teachers’ behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers’ efficacy in handling student misbehavior (TEHSM). Participants were 344 primary (n = 189) and secondary (n = 155), full‐time, public school teachers from a southeastern state in the USA. Teachers completed online self‐report measures of TEHSM and all personal and school cultural factors. Student socioeconomic status (SES) information was provided by the school districts. Structure equation modeling (SEM) results indicated the final empirical model to account for 66% of the variance in TESHM, with professional development and student SES having the strongest association with TEHSM. This study provides a vital step towards understanding factors that drive teachers’ perceptions of their efficacy in handling misbehaving students.     

Does high-quality professional development make a difference? Evidence from TIMSS

Abstract

While professional development has been emphasised in many countries, few comparative studies have examined the degree of teachers’ participation in professional development and its effect on teachers. Using the TIMSS 2007 data, this study analyses to what extent teachers participated in professional development in 50 TIMSS countries and examines the relationship among high-quality teachers’ professional development, teachers’ beliefs, attitudes and job satisfaction. The study found that the extent to which teachers have participated in professional developmental activities was surprisingly low. In particular, teachers in 47 countries have rarely participated in active learning. The study also found that high-quality teacher professional development was significantly associated with greater job satisfaction, higher expectations for student performance and more positive attitudes in teachers concerning their implementing the school’s curriculum. Policy implications for professional development are discussed.     

Understanding extra-role behavior in schools: the relationships between job satisfaction,sense of efficacy,and teachers’ extra-role behavior

The purpose of the present study was to explore the construct of extra-role behavior in schools, and to examine the relationships between extra-role behavior and three factors: job satisfaction, self-efficacy, and collective efficacy. Subjects were 251 Israeli teachers. A factor analysis revealed three distinctive facets of extra-role behavior, corresponding to three levels of the school system: the student, the team, and the organization as a unit. In addition, the results demonstrated positive relations between job satisfaction and extra-role behavior at all three levels of the school system; self-efficacy was positively related to extra-role behavior towards the team and the organization; and collective efficacy was positively related only to extra-role behavior towards the team. These results enhance the multidimensional approach to extra-role behavior, and also emphasize the importance of examining the determinants of each construct separately.     

Teacher efficacy in student engagement,instructional management,student stressors,and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave

The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that predicted teachers' intent-to-leave. To enhance generalizability, this study also tested whether the structural coefficients were invariant across teacher gender and grade level. With one exception, the models appeared largely invariant across gender and grade level. Supplementing the structural models, measurement invariance and equality of latent factor means were also explored.     

幼儿教师工作压力与生活满意度的关联性研究

摘要:采用问卷调查法对511名幼儿教师进行调查,考察幼儿教师工作压力与生活满意度之间的关联,探讨心理资本和工作倦怠在其中的序列中介效应。结果表明:（1）幼儿教师工作压力、心理资本、工作倦怠、生活满意度两两显著相关;（2）幼儿教师工作压力对生活满意度的直接预测作用不显著,但分别通过心理资本、工作倦怠的独立中介作用以及二者的序列中介作用间接预测生活满意度。研究结果提示不仅要重视缓解幼儿教师的工作压力,降低工作倦怠,还要从提升幼儿教师心理资本、发挥个体资源的保护性作用等途径缓解工作压力对幼儿教师生活满意度的不利影响。     

The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience

The purpose of this paper was to examine the relationship between school organizational climate and teachers’ job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The instrument used in this study was the modified version for combination of two questionnaires: Organizational Climate Index and the Teachers’ Job Satisfaction Questionnaire. The findings indicated that there is a significant positive relationship between school organizational climate and teachers’ job satisfaction. The teachers in this study were found to be fairly satisfied with their job, with the responsibility factor as the biggest contributor to job satisfaction. This study found that there is no significant difference in levels of job satisfaction between the teachers’ gender (male and female). Based on the years of service in their current school, there was a statically significant difference in the level of job satisfaction among the teachers. These findings revealed that the secondary schools in Sabah have a positive and open climate, with the professional teachers’ behaviour factor as the biggest contributor. The results of this study indicate the necessity to provide positive organizational climate and up keeping teachers’ job satisfaction by policy makers and principals with hope in enhancing the quality of schools in Malaysia.     

The “List” versus The “Sentence” Method of Teaching Spelling

ABSTRACT

Three types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers’ attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher explanations whereas students whose misbehavior is more severe appear to respond better to recognition of appropriate behavior before exclusion and follow-up discussions. The results indicate that teachers should be aware of the differential impact of classroom management techniques on students exhibiting different types of misbehavior.     

The contribution of extracurricular coaching on high school teachers’ job satisfaction

The purpose of the present study was to explore the contribution of extracurricular coaching on high school teachers’ job satisfaction. Specifically, the study looked at how perceptions of the coaching environment (athlete relationships, colleague relationships and opportunities through coaching) influenced teachers’ perceptions of stressors (athlete-related and workload-related) and coaching efficacy, and how this in-turn influenced teachers’ job satisfaction. The sample examined 2949 teachers from across Canada who volunteered as high school sport coaches, above and beyond their regular teaching load. The results supported that the data fit the model well (SBχ²₍₂₆₄₎ = 973.36, p < .001, SRMR = .08, CFI = .91, TLI = .90, RMSEA = .055 CI₉₅ [.052, .059]) and that teachers who reported a positive coaching environment had increased coaching efficacy and decreased perceptions of athlete-related and workload-related stressors. Increased coaching efficacy predicted higher job satisfaction, while increased perceptions of stressors predicted lower job satisfaction.     

Job demands and resources as antecedents of university teachers’ exhaustion,engagement and job satisfaction

Abstract

This study aims at testing the application of the job demands-resources model on university teachers in mainland China. It investigates the relationship between the job characteristics of university teaching and teachers’ well-being. Based on the analyses of a sample of 2,758 university teachers, the results of structural equation modelling support the health impairment and motivational processes suggested by the model. Specifically, job demands consisting of teaching demands, teaching-research conflict and new challenges reduced university teachers’ job satisfaction through the mediation of emotional exhaustion; job resources comprising teaching resources, social support and administrative support increased university teachers’ job satisfaction through the mediation of work engagement. The implications of these findings are discussed.     

Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitudes toward school

Self- and collective efficacy beliefs were examined as correlates of attitudes toward school of teachers, school staff, and parents. 726 teachers, 387 staff members, and 1994 parents from 18 junior high schools in Milan and Rome, Italy, were administered questionnaires assessing self-efficacy beliefs, perceptions about colleagues’ bahavior, collective efficacy beliefs, affective commitment and job satisfaction of teachers and school staff and parents satisfaction with school. Path analyses corroborated a conceptual model in which self- and collective efficacy beliefs represent, respectively, the distal and proximal determinants of affective commitment and job satisfaction for teachers and staff and of satisfaction with school for parents. Perceptions that teachers, staff and parents hold about the behavior of their colleagues largely mediated the links between self- and collective efficacy beliefs. collective efficacy beliefs, in turn, largely mediated the influence that self-efficacy beliefs and perceptions of school constituencies’ behaviors exert on attitudes toward school of teachers, staff and parents.     

The Relationships Among School Types,Teacher Efficacy Beliefs,and Academic Climate: Perspective from Asian Middle Schools

ABSTRACT

The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior achievement was shown to be best predicted by perceived teacher collective efficacy and academic climate, but not self-efficacy. Further analyses revealed that the teacher collective efficacy partially mediated the relationship between teacher self-efficacy and academic climate. These findings were discussed with respect to the sociocognitive perspective.     

Student teachers’ psychological needs,subjective experience and perceived competence in teaching during practicum

ABSTRACT

This paper, using the Self-Determination Theory (SDT) as the underpinning framework, examines student teachers’ basic psychological needs, their subjective experience and their perceived teaching competence during practicum. It attempted to establish whether there were distinct groups of student teachers with different needs satisfaction, and how their levels of needs satisfaction were related to the groups’ subjective experience and perceived teaching competence. Quantitative data were collected. Data were analysed using cluster analysis and MANOVA. Overall, the results suggest that SDT can be effectively utilized as a framework for looking at how needs satisfaction is related to student teachers’ subjective experiences and perceived competence in teaching during practicum. The findings from this study are useful in providing evidence for teacher educators to strengthen their practicum model and plan mentoring workshops. The findings also provide much-needed insights into groups of student teachers that may need more support during practicum. Finally, the findings may help mentors understand their mentees better.     

Job satisfaction and teacher–student relationships across the teaching career: Four case studies

We studied the development of teacher–student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher–student relationships, using the Questionnaire on Teacher Interaction. Teachers' job satisfaction appeared positively related to the self-reported quality of the teacher–student relationships. Positive retrospective teacher perceptions did not always coincide with positive student perceptions. It appeared that teachers may have positive job satisfaction despite, in the eyes of the students, a poor teacher–student relationship.