School Climate and Self-Efficacy as Predictor of Job Satisfaction

Türker, Yusuf; Kahraman, Ümit

doi:10.30831/akukeg.901457

Cited by 5 publications

(4 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The teachers who have more access to professional development and are more effective also have a higher level of job satisfaction (Toropova et al, 2020;Hderson, 2022). The relationship between teachers' self-efficacy and job satisfaction has been demonstrated in several studies (Aldridge & Fraser, 2016;Katsantonis, 2021;Türker & Kahraman, 2021;Polatcan & Cansoy, 2019).…”

Section: Conclusion and Discussionmentioning

confidence: 92%

Music Teachers’ Job Satisfaction During the COVID-19 Pandemic

Stramkale¹

2023

To Be or Not to Be a Great Educator

View full text Add to dashboard Cite

The COVID-19 pandemic has radically changed the nature of the music teacher’s job. The aim of the study is to determine music teachers’ job satisfaction on four study scales – emotional well-being, social involvement, self-expression and achievement orientation. The following research questions were raised: RQ1: At what level do music teachers assess each of the study scales that describe job satisfaction? RQ2: Is there a statistically significant correlation between music teachers’ job satisfaction during the COVID-19 pandemic and their emotional well-being, social involvement, self-expression and achievement orientation? RQ3: Is there a statistically significant difference in the levels of job satisfaction between music teachers who work only in comprehensive schools and those who have additional work in other music-related educational institutions? A questionnaire was created to achieve the study aim, in which the respondents (N = 73) had to assess the importance of various factors that affect the music teacher’s job satisfaction on a Likert scale from one to four points. The study involved music teachers working in comprehensive schools and other educational institutions where music is acquired. The study results were reflected in four scales: (1) emotional well-being scale, (2) social involvement scale, (3) self-expression scale, and (4) achievement orientation scale. The study revealed that the respondents rated all job satisfaction scales at a moderate level. Music teachers’ job satisfaction during the COVID-19 pandemic is most affected by the inability to control school activities and the lack of positive emotions in daily life. The results do not show a significant difference in job satisfaction levels during the COVID-19 pandemic between music teachers who work only at comprehensive schools and those who have additional work in other music-related schools.

show abstract

Section: Conclusion and Discussionmentioning

confidence: 92%

Music Teachers’ Job Satisfaction During the COVID-19 Pandemic

Stramkale¹

2023

To Be or Not to Be a Great Educator

View full text Add to dashboard Cite

show abstract

Section: Conclusion and Discussionmentioning

confidence: 92%

To Be or Not to Be a Great Educator

2023

View full text Add to dashboard Cite

The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers' learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers' learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers' experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers' experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.

show abstract

“…While SC and teacher's stress level explain 52.3% of teachers' JS, the remaining 47.7% are affected by other variables (Febriantina et al, 2020). There is a direct and positive relationship between the dimensions of school climate, teacher-student relations and participation between stakeholders and JS (Turker & Kahraman, 2021). The meta-analysis results of Kursun and Yilmaz (2020) showed that there is a moderate and significant relationship between SC and JS.…”

Section: Studies On the Factors Associated With Teachers' Jsmentioning

confidence: 99%

Self-Efficacy, School Culture, and Teaching Anxiety as Predictors of Science Teachers’ Job Satisfaction

Karaçöp

İnaltekin

2022

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

In this research, we study the relationship of science teachers’ job satisfaction with the teacher self-efficacy, the teaching self-efficacy, the anxiety toward teaching and school culture. The sample of the study consists of 185 science teachers working in public schools. We obtain the data by using “The Teacher Self Efficacy Scale”, “The School Culture Scale”, “Science Teaching Self-Efficacy Scale”, “The Anxiety toward Science Teaching Scale” and “Job Satisfaction Scale”. The results of the current research showed that science teachers’ job satisfaction was directly positively correlated with their self-efficacy, science teaching self-efficacy and school culture. However, teachers’ science teaching anxiety no had a direct significant relationship with their job satisfaction. In addition, the results of the structural model indicated that school culture was a strong predictor of science teachers’ job satisfaction. The result of multiple regression analysis showed that these independent variables explain 40% of the variance of teachers’ job satisfaction. These results shown that a positive school culture, teacher self-efficacy and teaching self-efficacy play an important role in order to provide the affective support necessary for the science teachers’ job satisfaction.

show abstract

School Climate and Self-Efficacy as Predictor of Job Satisfaction

Cited by 5 publications

References 56 publications

Music Teachers’ Job Satisfaction During the COVID-19 Pandemic

Music Teachers’ Job Satisfaction During the COVID-19 Pandemic

To Be or Not to Be a Great Educator

Self-Efficacy, School Culture, and Teaching Anxiety as Predictors of Science Teachers’ Job Satisfaction

Contact Info

Product

Resources

About