This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

The aim of this study was to examine (a) parental attributions for children’s performance in language, mathematics and globally school in kindergarten, (b) whether parents’ perceptions concerning their children’s academic ability predict the children’s school performance in kindergarten, the subsequent parental attributions, and the impact of school performance and parental attributions on parental expectations concerning their children’s later school performance in the first primary school year, and (c) the role of the three sets of concepts (perceived academic ability, performance in kindergarten, and subsequent parent attributions) in the formulation of parent expectations. The participants were parents of 150 kindergarten children (80 girls, 70 boys), who were randomly recruited from 45 state kindergartens of various towns of Greece. The results revealed: (a) parents attributed their children’s good performance to stable and, mainly, internal and personal controllable to the children’s factors, (b) the higher parents estimated their children’s ability, the better the children performed in the respective school subject, and the higher the parental attributions to internal, stable, personal controllable and external uncontrollable to the children’s factors were, (c) variability in the effect of parents’ perceptions of their children’s ability on attributions and performance between and within school subjects, in favoring language, and least favoring general school performance and (d) although parental perceived children’s academic ability was the most powerful predictor of parents’ expectations regarding their children’s performance in grade one, both the children’s past performance and the subsequent parental attributions accounted for a positive significant portion of the variance of it.

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