Dimensions of Motivation in Teaching: Relations with Social Support Climate, Teacher Efficacy, Emotional Exhaustion, and Job Satisfaction

Gonzales, Gamaliel; Gonzales, Roselyn; Costan, Felix; Himang, Celbert

doi:10.1155/2020/8820259

Cited by 14 publications

(14 citation statements)

References 47 publications

(99 reference statements)

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“…(2020) suggest that teachers' motivation plays a vital role in technological integration in mathematics classrooms. Thus, there is a need to craft policy directions to enhance teaching technical aspects, especially that support climates are an essential dimension of motivation to teach among Filipino teachers (Gonzales, Gonzales, Costan & Himang, 2020). Another result supporting our findings is the work of Van Laer, Beauchamp and Colpaert (2012), which revealed that teachers' TK is a relevant predictor for IWBs in schools.…”

Section: Discussionsupporting

confidence: 81%

Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework

Gonzales

2021

CJES

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The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results revealed that the TPACK framework reflects improvements in lesson planning and teaching demonstration skills of the preservice teachers. While the preservice teachers quickly responded to digitise their lesson activities, the formulation of lesson objectives is left behind. Thus, in lesson planning and teaching with IWBs, the pedagogical skills must align with the technological skills they expect to employ. Although the Philippine basic education is not fully implementing IWB technologies in the classroom, policymakers may want this technology to become part of the system. Keywords: Interactive whiteboard, mathematics teaching, TPACK, preservice teachers, educational technology.

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Section: Discussionsupporting

confidence: 81%

Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework

Gonzales

2021

CJES

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“…The results showed that teachers with more exposure to professional development and more efficacious teachers tended to have higher levels of job satisfaction. Recent studies also found a positive relationship between teaching self-efficacy and job satisfaction among teachers in China (Wang et al, 2015;Li et al, 2017), Iran (Alibakhshi et al, 2020), Norway (Zakariya, 2020), and Philippine (Gonzales et al, 2020). However, studies on teaching self-efficacy and job satisfaction at the university level are minimal.…”

Section: Ctse and Job Satisfactionmentioning

confidence: 98%

“…Teachers with greater self-efficacy put more energy into their job, have higher levels of job satisfaction, and develop interpersonal networks to sustain their job satisfaction (Caprara et al, 2006;Klassen et al, 2013;Perera et al, 2019;Alibakhshi et al, 2020;Gonzales et al, 2020;Toropova et al, 2021). Extensive research found a positive correlation between teaching selfefficacy and job satisfaction among K-12 teachers (Klassen and Chiu, 2010;Soto and Rojas, 2019;Zakariya, 2020).…”

Section: Ctse and Job Satisfactionmentioning

confidence: 99%

“…This issue may involve intricate underlying mechanisms. However, job stress and job satisfaction are stable predictors that psychologically determine teachers' persistence in their professions and institutions (Klassen and Chiu, 2011;Gardner, 2012;Ryan et al, 2012;You, 2014;Calkins et al, 2019;Gonzales et al, 2020;Madigan and Kim, 2021;Al' Abri et al, 2022;Li et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Liu

Yi²,

Siwatu³

2023

Front. Educ.

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Colleges and universities have been experiencing high rates of faculty turnover across countries, and hiring and retaining influential faculty members is a constant challenge that higher education institutions have encountered. Job stress and job satisfaction are stable predictors that psychologically determine teachers’ persistence in their institutions. The present study aimed to extend understanding of a mediating effect of college teaching self-efficacy (CTSE) on the relationship between faculty job stress and job satisfaction. Data collected from 455 Chinese university teachers were analyzed using structural equation moderated mediation models. CTSE was an effective mediator in alleviating the negative relationship between job stress and job satisfaction. Our finding from a moderated mediation model suggests that the mediation effect of CTSE did not differ by teaching experience, ranks, gender, and workload. However, the significant covariate effect of teaching experience incorporated in the mediation effect implies that teachers with more teaching experiences may have greater teaching self-efficacy, which may positively change the perceptions of job stress and job satisfaction. By way of discussion, we provided evidence regarding current trends and underlying psychological reasons for university teachers’ dissatisfaction which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions. Some impractical implications are further discussed.

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“…The teaching profession is frequently characterised as one of the most stressful professional domains because of some several factors including school conditions, social support climates, policy directions and learners' particularities (Day et al, 2007;Gavish & Friedman, 2010;Harmsen et al 2018;Johnson et al, 2005;Neves de Jesus & Lens, 2005;Stoeber & Rennert, 2008;Skaalvik & Skaalvik, 2015). Perceived heavy workload is related to low professional motivation, emotional exhaustion and is often invoked as the main cause for teacher attrition (Chaplain, 2008;Gonzales et al, 2020;Han et al, 2020;Skaalvik & Skaalvik, 2017). Teaching related stress and job satisfaction are related to student behavior and his/her learning and behavioural abilities, this explaining the significantly higher professional teachers' dissatisfaction and anxiety when working with students with learning difficulties (Klassen, 2010;Lobosco & Newman, 1992;Stempien & Loeb, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Classroom Demands and Teacher Self-Efficacy in On-Site and Online Teaching

Duca

Schipor

2022

LUMEN Proceedings

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We investigate in this work the relationship between the perceived demands of the teaching profession and the general sense of teachers’ self-efficacy in on-site and online teaching contexts. We present the results of a study with N= 127 Romanian teachers, with ages ranged from 19 to 55, with a mean age of 39,26 years, SD = 9,20 (123 females, 4 males; 73 from urban area, 54 from rural area). Our results show that the self-efficacy of teachers is lower in online professional activities, compared to the self-efficacy of teachers perceived in the on-site professional activities. In the case of the online teaching environment the teachers with high scores on teachers’ self-efficacy tends to consider as being more challenging when dealing with different levels of children's development, working with children with learning disabilities, who have a small number of attendances, who do not follow the received instructions and with children who need more time and energy compared to other children. We discuss implications of our results for policies and strategies to enhance the quality of teaching practices.

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Dimensions of Motivation in Teaching: Relations with Social Support Climate, Teacher Efficacy, Emotional Exhaustion, and Job Satisfaction

Cited by 14 publications

References 47 publications

Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework

Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

The Classroom Demands and Teacher Self-Efficacy in On-Site and Online Teaching

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