When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching

This study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers. Structural equation modelling (SEM) analysis revealed the mediating role of both positive affect and self-efficacy beliefs in the relationship between teaching strategies/praxes and job satisfaction.     

Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors

Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers’ perceptions of classroom overload and students’ disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers’ perceptions of students’ disruptive behaviors and school principal’s leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components.     

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.     

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.     

学前教育教师职业满意感的调查分析

对454名学前教育教师进行的职业满意感问卷调查结果显示,学前教育教师职业满意感总体处于中等偏上水平。不同文化程度和不同园所性质的学前教育教师的职业满意感存在显著差异,而不同职务和不同月收入的学前教育教师的职业满意感没有显著差异。根据调查结果提出了提高学前教育教师职业满意感的建议。     

Over-education: What influence does the workplace have?

The wage and job satisfaction impacts for over-educated workers have been well-documented; yet little attention has been paid to the consequences for firms. In this paper we examine over-education from the perspective of the workplace. Using linked employer–employee data for the United Kingdom, we derive the standard worker-level penalties on wages and job satisfaction. We then show how over-education rates across workplaces adversely influence workplace pay and workplace labor relations. For individual workers who may be at-risk of over-education, we also distinguish between workforce composition effects and workplace labor practices, such as hiring. The effect of over-education on job satisfaction is particularly strong and its effects are evident at the workplace level. Our results suggest that investigations of over-education at the level of the firm are a promising area of inquiry.     

Veteran teachers’ job satisfaction as a function of personal demands and resources in the relationships with their students

Many teachers experience their profession as stressful, which can have a negative impact on their job satisfaction, and may result in burnout, absenteeism, and leaving the profession. The relationship with students can have both positive and negative implications for the job satisfaction of teachers, both early and later in their careers. The current study focused on the relationship between veteran teachers’ job satisfaction and their aspirations in teacher-student relationships. Data were gathered among 12 Dutch veteran secondary school teachers, including interviews, the Questionnaire on Teacher Interaction, and the Questionnaire on Teachers’ Self-Efficacy. Veteran teachers’ job satisfaction appeared to be positively related to the extent to which their aspirations in teacher-student relationships had been realized. Teachers who had failed to realize their aspirations in teacher-student relationships showed relatively low job satisfaction, or avoided feelings of low job satisfaction by reducing the number of tasks that were directly related to teaching students. An implication for coaching veteran teachers is the need to pay more attention to the teacher-student relationship so that they can adhere to the way they would like to teach students.     

大学生情绪智力与生活满意度的关系:情感体验的中介作用

以390名大学生为被试,采用情绪智力量表、积极—消极情感量表和生活满意度量表考察大学生情绪智力与积极情感、消极情感和生活满意度的关系。结果表明:(1)情绪智力与积极情感和生活满意度呈显著正相关,与消极情感呈显著负相关;积极情感与生活满意度呈中等程度的显著正相关,消极情感与生活满意度呈显著负相关;(2)路径分析发现情绪智力显著正向预测了积极情绪和生活满意度,显著负向预测了消极情绪;(3)结构方程模型建模结果表明积极情感和消极情感在情绪智力与生活满意度之间起着部分中介作用。     

Validation of a 'spurning scale' for teachers: the Chinese sample

The present study represents our continuing effort to validate a 'spurning scale' for teachers, based on a model of spurned helpers' reactions. Three approaches were used to examine the construct validity of the scale: the spurning scores of teachers working with more achieving students versus the scores of teachers teaching less achieving students; the relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one's students, and with one's supervisor. Serving teachers in Guangzhou (China) responded to a questionnaire containing the variables of interests. Overall, the results provided further evidence for the validity of the scale.     

论报告文学在构建和谐社会中的作用

党的十六大以来,中央提出了构建和谐社会的理论。报告文学在传达社会主流信息、关注民生和弱势群体、报道社会热点焦点方面,发表了一批优秀作品,发挥了报告文学凝聚民心的作用,疏导社情民意的作用,预警社会危情的作用,为构建和谐社会作出了有益的贡献。     

高校教师工作家庭冲突与职业倦怠：社会支持的中介作用

以高校教师为研究对象,采用问卷法进行施测,在描述高校教师工作家庭冲突与职业倦怠现状的基础上,进一步考察社会支持对于工作家庭冲突与职业倦怠的积极作用。结果发现,重点高校教师存在较严重的工作家庭冲突与职业倦怠;工作家庭冲突是职业倦怠的重要预测源;社会支持在高校教师工作家庭冲突与职业倦怠中发挥着中介作用。     

人格与主观幸福感关系的研究述评

人格是主观幸福感最强有力的预测源。文章评述了有关人格与SWB研究的发现及其理论模式,指出了人格在预测SWB时的优点与局限性,并指出了未来的研究方向。