What makes teachers enthusiastic: The interplay of positive affect,self-efficacy and job satisfaction

Teacher enthusiasm is a key factor of effective teaching, favouring teachers’ well-being and instructional behaviour, and students’ cognitive, emotional, and motivational outcomes. Research has largely examined its positive effects, while neglecting the interplay of factors shaping teacher enthusiasm. This study aimed at examining the interrelations of motivational (teacher self-efficacy), affective (positive emotions), and well-being factors (job satisfaction) in shaping teachers’ experienced enthusiasm. A sample of 536 high school teachers participated in a follow-up study with a time lag of approximately six months. Results confirmed that positive affect was related to enthusiasm both directly and indirectly via self-efficacy and job satisfaction.     

Teacher self-efficacy and teacher burnout: A study of relations

The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Participants were 2249 Norwegian teachers in elementary school and middle school. The data were analyzed by means of structural equation modelling using the AMOS 7 program. Teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction.     

Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes

Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only their own well-being outcomes but also classroom processes and student outcomes in the general ecology of the classroom environment. However, little research has directly examined the associations of teachers’ self-efficacy beliefs with these teacher and student-level outcomes simultaneously. The present study proposes and tests an integrative model of the relations of teachers’ self-efficacy for teaching math with their job satisfaction and student math achievement both directly and indirectly via interaction quality as a critical dimension of the quality of classroom processes. Additionally, student level relational and motivational predictors of math achievement, including individual perceptions of student-teacher interaction quality and math self-concept, are included per the ecology of the classroom environment. Based on data from over 6000 4th grade students and 450 teachers, results of multilevel structural equation modeling revealed that teachers’ self-efficacy beliefs for teaching math were positively associated with teachers’ job satisfaction and class levles of math achievement and interaction quality. At the individual student level, individual levels of math self-concept were positively associated with math achievement, and individual perceptions of interaction quality were positively associated with math self-concept. However, a negative association between residualized interindividual perceptions of interaction quality and math achievement was observed.     

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.     

Teacher self-efficacy in cross-national perspective

In the present study, teacher self-efficacy was examined in a cross-national setting. The cross-national generalizability of the scale and the meaning of cross-national variation in mean scores were investigated. Using data from TALIS involving 73,100 teachers in 23 countries, teacher self-efficacy was shown to have a similar unifactorial structure and equivalent positive correlations with teaching practices and job satisfaction across countries. At the country level, significant correlations were only found for job satisfaction; in addition, teacher self-efficacy was related to collectivism, modesty, and extremity scoring. Thus, mean score differences between countries mainly reflect cultural value orientations and response styles.     

Does Part-Time Faculty's Self-Efficacy Predict Critical Dimensions of Online College Teaching?

Surveys have repeatedly depicted a dismal picture of part-time teaching in academia, including low pay, scant benefits, limited institutional support, and lack of job security. Thus, the main purpose of the present study was to delve deeper into part-time faculty's ability to sustain the demands of a tough work environment by examining the extent to which specific psychological characteristics predict key self-reported dimensions of teaching in such faculty. The sample selected comprised part-time online instructors, as they are a relatively new and growing entity in academia. Teaching dimensions upon which faculty rated themselves belonged to three categories of factors known to shape satisfaction of faculty in the online environment (i.e., instructor-related, student-related, and institution-related). They included current satisfaction with the teaching profession, preparation to teach subject matter, responsibility for students' academic success, beliefs in the impact of one's teaching on student learning, perceived institutional support, and desire to remain in the teaching profession (i.e., commitment). Psychological characteristics examined were self-efficacy and self-monitoring. In this study, each key dimension of teaching was found to be positively related to one or more self-efficacy measures, whereas no links with self-monitoring were uncovered. The findings involving self-efficacy confirm those of studies of full-time faculty in that beliefs of one's capability are a source of resilience and, as such, a staple of the teaching profession.     

Exploring the contributions of job resources,job demands,and job self-efficacy to STEM teachers' job satisfaction: A commonality analysis

This study aims to examine how job resources, demands, and self-efficacy affect American STEM teachers' job satisfaction by analyzing the US TALIS 2018 data. Multiple regression and commonality analysis were used to analyze factors' significant contributions and their detailed real unique and common contributions to STEM teachers' job satisfaction. The results show that the final model explains 29.6% of the variances of STEM teachers' job satisfaction. The commonality analysis further showed that job resources, job demands, and job self-efficacy explained 23.5%, 8.6%, and 8.0% of variances of job satisfaction, respectively. However, these factor sets uniquely contributed 15.9%, 2.9%, and 2.1% of the variance, separately. This study confirms the validity of the revised job demands−resources model for STEM teachers' job satisfaction. Furthermore, the commonality analysis reveals the unique and independent contributions of job demands, resources, and self-efficacy to job satisfaction. Results from the research identified the significance of job resources contributing to the improvement of STEM teachers' job satisfaction.     

Principals’ self-efficacy: relations with job autonomy, job satisfaction, and contextual constraints

The purpose of the present study was to explore relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research.     

The Relationship Between Changes in Teachers' Self-efficacy Beliefs and the Science Teaching Environment of Danish First-Year Elementary Teachers

This study's purpose was to determine whether science teaching self-efficacy beliefs among new teachers of elementary science interact significantly with teaching environments in their schools. The study hypothesized a mechanism by which environments can interact with self-efficacy and, consequently, affect the quality of science teaching. The self-efficacy of new elementary teachers from Denmark was assessed at the beginning, middle, and end of their first year of teaching. Their teaching success and environments were also assessed. It was found that positive changes in self-efficacy seemed positively related to the occurrence of environmental factors helpful to teaching (r= .401; p= .011; n= 39). In three case studies, there was some support for this association from assessments, interviews, and success in teaching.     

The role of teacher and faculty trust in forming teachers' job satisfaction: Do years of experience make a difference?

This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust–satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in students, parents, colleagues, and the principal and satisfaction. Although faculty trust did not affect job satisfaction and teaching experience did not moderate the trust–satisfaction relationship, our findings highlight the social dimension of teaching. Improving the quality of teachers' social relationships in the workplace should enhance their job satisfaction.     

Exploring the validity of a teachers’ self-efficacy scale in five countries

The purpose of this article was twofold. The first purpose was to test the validity of the Teachers’ Sense of Self-Efficacy Scale (TSES) in five settings—Canada, Cyprus, Korea, Singapore, and the United States. The second purpose was, by extension, to establish the importance of the teacher self-efficacy construct across diverse teaching conditions. Multi-group confirmatory factor analysis was used to better understand the measurement invariance of the scale across countries, after which the relationship between the TSES, its three factors, and job satisfaction was explored. The TSES showed convincing evidence of reliability and measurement invariance across the five countries, and the relationship between the TSES and job satisfaction was similar across settings. The study provides general evidence that teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings.     

The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching

The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed.     

School leaders’ self-efficacy and job satisfaction over nine annual waves: A substantive-methodological synergy juxtaposing competing models of directional ordering

The school principal’s job is increasingly demanding and complex, but school principal well-being is understudied. Self-efficacy and job satisfaction are critical constructs for studying school principals’ well-being, and self-efficacy is a core predictor of job satisfaction. Cross-sectional research typically assumes a unidirectional ordering; self-efficacy predicts (and leads to) job satisfaction, not the reverse. However, this unidirectional ordering is inconsistent with theoretical models positing a bidirectional (reciprocal) ordering. Furthermore, the assumption is largely untested with appropriate longitudinal data and statistical models. We evaluated the directional ordering of job satisfaction and self-efficacy for a large (N = 5663), nationally representative, longitudinal (nine annual waves) sample of Australian school leaders. Job satisfaction and self-efficacy were moderately correlated within waves and over time. Consistently with theoretical models and a priori predictions, the two constructs were reciprocally related over time; prior measures of each had small statistically positive effects on subsequent measures of the other, with no evidence of directional predominance of one over the other. Support for reciprocal effects was remarkably consistent across competing cross-lag-panel models, multiple tests of the consistency of effects over time (measurement invariance and stationarity), control for covariates, and the addition of lag-2 paths. Methodologically, we critique competing models that estimate cross-lagged effects and evaluate directional ordering from within- and between-person perspectives. We demonstrate the value of both approaches in achieving a robust framework for assessing longitudinal panel models.. Our substantive-methodological synergy has important substantive implications for theory, policy, and practice—showing that school-leader job satisfaction and self-efficacy are mutually reinforcing.     

Self-efficacy and strategies to influence the study environment

This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Master's programmes in Engineering. Students in only one of the programmes studied according to problem-based learning (PBL). Results indicate that students choosing strategies to influence course content or structure, through course evaluation and recommending changes to teachers had significantly higher self-efficacy beliefs than those who did not use such strategies. It is principally the students who studied according to PBL that demonstrated higher self-efficacy beliefs, actively influenced their studies through engaging in debate with teachers. It can be claimed that increasing student self-efficacy beliefs is important not only in academic performance, but also in influencing in a positive way the institutional atmosphere.     

Teacher candidates’ self-efficacy beliefs and possible selves throughout the teaching practice period in Turkey

This research aims to study the change observed in self-efficacy beliefs and possible selves of teacher candidates regarding their first year in the profession after the completion of teaching practice. The research has a mix design method utilizing both qualitative and quantitative data collection tools. The quantitative part of the research has been prepared in accordance with pretest/posttest model with single group. In this context, 70 teacher candidates have been administered both “Teacher’s Sense of Efficacy Scale” and “New Teacher Possible Selves Questionnaire” at the beginning and end of the term as pretest and posttest in order to identify the change caused by teaching practice. With respect to the qualitative part of the research, ten volunteered candidates have been interviewed through semi-structured interviews following the termination of teaching practice. Joint interpretation of both quantitative and qualitative findings of this research indicates that teaching practice has an influence over self-efficacy beliefs and teacher possible selves of teacher candidates. In this research, overall self-efficacy beliefs of teacher candidates have been identified to improve after teaching practice. With respect to the dimensions of self-efficacy beliefs, the findings of this research point that teaching practice hasn’t produced any positive effects over self-efficacy beliefs of teacher candidates regarding class management, but levels of self-efficacy beliefs concerning student engagement and teaching strategies have improved after teaching practice. On the other hand, united evaluation of both quantitative and qualitative findings of this study shows that not much has changed regarding expected teacher possible selves, but not feared teacher possible selves of teacher candidates.     

Stress among UK academics: identifying who copes best

This article examined levels of stress and associated coping strategies among UK academics. Adopting a positive psychology approach, the influence of the character strengths of hope, optimism, gratitude and self-efficacy on stress, subjective well-being (SWB), and mental health was examined in 216 academics in a UK university. The study explored the relationship between coping styles and the work-coping variables of sense of coherence and work locus of control and stress. No significant differences on the stress, well-being and mental health measures were found for participants’ gender, whether in full-time or part-time employment and level of seniority within the university. Participants using problem-focused coping experienced lower levels of stress while dysfunctional coping was a positive predictor of stress. Hope agency, hope pathway, gratitude, optimism and self-efficacy were the strongest positive predictors of satisfaction with life (SWL), while levels of perceived stress negatively predicted SWL. Gratitude, hope agency and self-efficacy positively predicted positive affect, while stress was a negative predictor. Gratitude, hope agency, self-efficacy and optimism were negative significant predictors of negative affect while stress was a positive predictor. Gratitude positively predicted mental health, while stress was a negative predictor and optimism was a significant moderator of the relationship between stress and mental health. Academics with higher levels of gratitude, self-efficacy, hope and optimism report lower levels of stress at work and higher levels of well-being as measured by higher life satisfaction, higher positive affect and lower negative affect. New approaches to stress management training are suggested based on these findings.     

The effect of teachers’ emotional labour on teaching satisfaction: moderation of emotional intelligence

Teachers can be seen as emotional workers often needing to be sensitive to the demands that their work makes on their emotions, and skilful in regulating their feelings, but few quantitative studies have examined this issue systematically. Using hierarchical regression analysis to examine this issue, this study investigates teachers’ perceptions of the relationships among the emotional job demands, emotional intelligence, emotional labour strategies and teaching satisfaction, with a particular focus on the moderating role of emotional intelligence. The results of a survey of 1281 Chinese teachers reveal that teachers’ perceptions of emotional job demands and emotional intelligence significantly predict the three emotional labour strategies. Emotional intelligence significantly moderates the impact of emotional job demands on surface acting and expression of naturally felt emotion but not deep acting. Even after controlling for emotional job demands and emotional intelligence, deep acting and expression of naturally felt emotion still have a positive influence on teachers’ teaching satisfaction. Deep acting and expression of naturally felt emotion are more effective emotional labour strategies for teachers. A teacher development programme is suggested to make teachers clear about these emotional demands and different emotional labour strategies, and enhance teachers’ emotional intelligence.     

Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration

The present study examined the impact of teacher team composition on characteristics and attributes regarded as necessary for effective cooperative teaching. The study focused on potential differences between self-selected teacher teams and teams composed by the school administration. The central assumptions were that teachers working in self-selected teacher teams show more positive ratings of enjoyment, shared responsibility, job satisfaction and collective self-efficacy expectations than teachers who worked in institutionally composed teams. In order to investigate these hypotheses, an online survey was created. 321 language arts teachers participated in the survey. MANCOVA revealed significant differences in the dimensions ‘shared responsibility’ and ‘enjoyment with the co-teaching process’, where teachers from self-selected teaching teams showed significantly more positive ratings. These results support the assumption that self-selection of the team-mate is helpful for establishing compatible teaching teams, but does not necessarily lead to a higher quality of collaborative teaching.     

The Role of Mentoring Support and Self-Management Strategies on Reported Career Outcomes

This study examined the contribution of self-management strategies to job outcomes for employees involved in mentoring relationships. Participants (n = 158) reported their use of three types of self-management strategies, the level of support functions provided by their mentors, and their job satisfaction and perceived career success. Results showed that individuals who used self-set career goals reported greater job satisfaction and perceived career success; those who engaged in positive cognitions also had higher job satisfaction; and those who used behavioral self-management strategies reported greater perceived career success. Mentoring and self-management strategies each contributed uniquely to satisfaction and perceived career satisfaction. After controlling for amount of instrumental support provided by the mentors, positive cognitions remained predictive of perceived career success, and participation in self-set career goals were related to higher levels of job satisfaction. Moderator analysis showed that the self-management strategies appeared to be useful in the absence of certain types of mentor support.