Self-efficacy and job satisfaction as antecedents of citizenship behaviour in private schools

Soto, Manuel Osuna; Rojas, Omar

doi:10.1504/ijmie.2019.096472

Cited by 21 publications

(14 citation statements)

References 44 publications

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“…Furthermore, it was determined in this study that the teachers who perceive themselves as efficient are satisfied with their job and declare higher personal achievement and less emotional exhaustion and depersonalization. Numerous research studies in literature confirm the positive influence of teacher self-efficacy on job satisfaction (Demir, 2020;Kasalak & Dağyar, 2020;Soto & Rojas, 2019). The obtained results are in accord with the data obtained from the synthesis of 40 years of research according to which, amongst others, teacher self-efficacy is positively correlated with personal accomplishment and job satisfaction, while teacher burnout is in correlation with a decrease in teacher efficacy (Zee & Koomen, 2016).…”

Section: Discussionsupporting

confidence: 78%

Student Misbehaviour, Teacher Self-Efficacy, Burnout and Job Satisfaction: Evidence From Croatia

Vidić¹,

Đuranović

Klasnić

2021

PEC

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Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at. Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

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Section: Discussionsupporting

confidence: 78%

Student Misbehaviour, Teacher Self-Efficacy, Burnout and Job Satisfaction: Evidence From Croatia

Vidić¹,

Đuranović

Klasnić

2021

PEC

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“…The orientation towards results involves supporting other areas to achieve both personal, operational and organizational goals (Hellriegel et al , 2008). Gorrochotegui (2007) mentions that orientation towards results generates an exceptional reputation among managers and team leaders since it influences the performance of the company to improve customer satisfaction (Soto et al , 2019). Reddin (2004) states that organizational effectiveness lies in the development of results-focused work culture.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors to improve job performance and school effectiveness

Soto-Pérez

Sánchez-García

Núñez-Ríos

2020

IJEM

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PurposeIdentify some of the most relevant factors that trigger a private school's workforce to foster a sustainable competitive advantage by reinforcing the intrinsic job satisfaction and the levels of teacher self-efficacy, engagement and job performance.Design/methodology/approachSurveys were applied to private school teachers to assess their perception concerning the studied variables, data were tested at a confirmatory level using the partial least squares path modelling (PLS-PM).FindingsTeachers with a high sense of self-efficacy and possessing elevated intrinsic satisfaction tend to be highly productive and results-oriented. Intrinsic job satisfaction is a key factor that influences more than extrinsic job satisfaction in the previously mentioned relationship.Research limitations/implicationsAlthough the obtained results are constrained and apply to the Mexican context, we suggest that virtual limitation can be overcome by extending the study due to the proposed construct that can be applied in other regions or organizations.Practical implicationsPrincipals will need to develop mainly the intrinsic job satisfaction in the teaching staff, to improve the job and organizational performance. This should be accompanied, secondly, by factors that encourage extrinsic satisfaction such as fair pay or recognition.Originality/valueOpen up an alternative explanation, based on the evidence of this study, to the theory of social exchange, since the factor that most influences teacher’s citizenship behaviours is not extrinsic but intrinsic satisfaction. That is, it is not what the employee receives from the institution, but what the employee does or gives to the institution the source of satisfaction that will encourage greater job performance.

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“…School leadership and organizational factors also contribute to teachers' job satisfaction. School conflict, role ambiguity, work overload, bureaucracy, numerous law reforms, poor working environment, poor remuneration, low advancement prospects, and lack of adequate institutional management have been frequently reported as negative factors [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Effect of Age on Job Satisfaction and Emotional Exhaustion of Primary School Teachers in Greece

Anastasiou

Belios

2020

EJIHPE

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The level of occupational burnout (OB) and job satisfaction (JS) was investigated in primary school teachers (n = 125) in the region of Epirus in Northwestern Greece. Teachers exhibited a high level of emotional exhaustion (EE), a medium level of depersonalization (DP), and a lack of personal accomplishment (PA). In our study, EE, which is a significant component of OB, varied according to intrinsic and extrinsic JS parameters. Teachers were less satisfied and more stressed with extrinsic job characteristics of their job, such as working conditions and working hours. Female teachers were more likely to exhibit increased satisfaction from intrinsic job characteristics, whereas male teachers were more likely to exhibit increased emotional exhaustion and lack of personal accomplishment. Job satisfaction had a significant negative impact on emotional exhaustion. Job satisfaction accounted (EE = 47.173 − 3.527*JS) for 35.1% of the total variation in the dependent variation of EE (F(1124) = 66.094, p < 0.001), indicating that job satisfaction had a significant negative effect on EE, such that an additional unit in job satisfaction will lower EE by 3.527. A Pearson correlation analysis revealed that age correlated negatively with emotional exhaustion (r = −0.204, p = 0.023). Proactive human resources policies may be required to protect the newly hired and less experienced teachers from exposure to stressful working conditions.

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Self-efficacy and job satisfaction as antecedents of citizenship behaviour in private schools

Cited by 21 publications

References 44 publications

Student Misbehaviour, Teacher Self-Efficacy, Burnout and Job Satisfaction: Evidence From Croatia

Student Misbehaviour, Teacher Self-Efficacy, Burnout and Job Satisfaction: Evidence From Croatia

Factors to improve job performance and school effectiveness

Effect of Age on Job Satisfaction and Emotional Exhaustion of Primary School Teachers in Greece

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