Examine the Moderating Role of Teacher’s Self-Efficacy in the Relationship Between the Job Satisfaction and Professional Learning Community in China

Abstract

PurposeThe study aimed in examining the impact of the professional learning community, and teachers’ self-efficacy on the job satisfaction of teachers. Additionally, the study has also examined the moderating role of teachers’ self-efficacy in the relationship between the professional learning community (PLC) and job satisfaction.MethodThe SEM-PLS is employed for the data analysis. The response rate of the study is 50%. The study is carried out on the primary teachers in China.ResultsThree research questions were developed in the current study. The questions were related to the job satisfaction level of PE teachers, which was far beyond the level of satisfaction. As a result, teachers of PE classes had low performance. It was found by the study that professional learning community, job satisfaction of teachers, and self-efficacy are linked with each other. However, the results are inconclusive because of the limitation of the sample.ImplicationsThe study has several implications among researchers, practitioners, and teachers.SignificanceThe study is among the few earlier studies on the issues related to Job Satisfaction and the professional learning community in China.Originality/ValueThe study has highlighted an important issue related to the Job Satisfaction and professional learning community in China.

Pengaruh Self Efficacy Terhadap Job Performance Guru Dengan Job Satisfaction Sebagai Variabel Intervening

“…Semakin tinggi Self-efficacy yang dimiliki guru sehingga membuat keyakinan yang tinggi bagi guru tersebut dalam melaksanakan tugasnya, sehingga dapat mempengaruhi job performance para guru dalam proses pembelajaran (Rohmawati & Nurcholis, 2019). Secara konseptual efikasi diri adalah harga seseorang untuk kemampuan yang dimilikinya untuk melaksanakan tugas dengan sebaik-baiknya, dengan indikator: (1)merasa mampu menyelesaikan tugas; (2)perasaan mampu membuat keputusan; dan (3)kesiapan untuk menerima risiko kerja (Zulkarnaen, W. et al2021) Menurut (Li, 2022) para peneliti menemukan bahwa kondisi kerja yang buruk, insentif yang rendah, kurangnya kesempatan pengembangan, tunjangan kesehatan yang buruk, perencanaan yang buruk, pekerjaan yang berlebihan, kurangnya komunikasi dengan teman sebaya adalah faktor-faktor yang secara negative mempengaruhi tingkat kepuasan guru. Untuk itu dukungan sosial, lingkungan fisik, dan gaji guru serta lingkungan sosial, merupakan faktor yang berkontribusi terhadap peningkatan tingkat kepuasan kerja (Reeves et al, 2017).…”