Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Orțan, Florica; Kiss, Julien-Ferencz; Simuț, Ramona

doi:10.3390/ijerph182312763

Cited by 59 publications

(46 citation statements)

References 135 publications

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“…To evaluate the robustness of our results, we carried out exploratory analyses in the smaller teacher samples (i.e., Morocco, The Gambia, Mexico), and the analyses in these countries with very different backgrounds to some extent confirmed our main analysis, supporting our finding that the feeling of safety at school and autonomy at work are important and possible universal determinants of teachers’ wellbeing. This is also in line with previous studies among teachers illustrating the importance of autonomy [ 21 , 31 , 60 , 61 , 62 ], and of a safe/peaceful environment [ 63 , 64 , 65 ]. However, some of these studies were conducted before the COVID-19 pandemic and all were conducted in a specific national context.…”

Section: Discussionsupporting

confidence: 92%

“…As potential determinants of wellbeing, we considered a list of 31 factors previously linked to a dimension of wellbeing in the general population, or more specifically among teachers [ 20 , 21 , 37 , 49 , 50 , 51 , 52 , 53 , 54 ], and that were available in the Barometer. In addition to sociodemographic characteristics (age and gender), we considered factors related to private life (household partner; household child(ren); access to healthcare; access to training/prevention resources) and to professional life.…”

Section: Methodsmentioning

confidence: 99%

“…Several levers have already been put forward to address teachers’ wellbeing [ 20 , 21 , 22 , 23 ], in particular helping them build social relationships, providing social support at work, facilitating communication among members of the education community [ 24 , 25 , 26 , 27 , 28 , 29 , 30 ], as well as promoting autonomy/self-efficacy, training opportunities, and fostering empowerment [ 31 , 32 , 33 , 34 , 35 ]. In a recent systematic review including 84 quantitative and mixed-methods studies of teachers’ wellbeing correlates from various disciplines [ 20 ], the authors noted a high level of heterogeneity, not only in the definition of teacher wellbeing, but also regarding potential determinants investigated; each study considering its particular set of covariates.…”

Section: Introductionmentioning

confidence: 99%

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What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

Billaudeau

Alexander

Magnard³

et al. 2022

IJERPH

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To highlight effective levers to promote teachers’ wellbeing worldwide, particularly during difficult times such as the COVID-19 pandemic, we investigated work-related factors associated with teacher wellbeing, across borders and cultures. In six countries/territories, we examined the factors that were most consistently and strongly associated with two indicators of wellbeing at work: (i) job satisfaction; and (ii) work/life balance, and three indicators of general wellbeing: (i) subjective health; (ii) mental health; and (iii) life satisfaction. Between May and July 2021, after 18 months of the pandemic, 8000 teachers answered the first edition of the International Barometer of Education Personnel’s Health and Wellbeing (I-BEST): 3646 teachers from France, 2349 from Québec, 1268 from Belgium, 302 from Morocco, 222 from The Gambia, and 215 from Mexico. For each country/territory and each wellbeing indicator, we used a forward stepwise regression procedure to identify important determinants among a carefully selected set of 31 sociodemographic, private, and professional life factors. Aside from healthcare access, the factors most consistently and strongly associated with teacher wellbeing in France, Québec and Belgium (samples whose size were ≥1000) were related to the psychosocial and the organizational dimensions of work, namely: feeling of safety at school, autonomy at work, and the quality of relationships with superiors and quality of relationships with students. In the smaller samples of teachers from the three remaining countries (Morocco, The Gambia and Mexico), exploratory analyses showed that the feeling of safety and autonomy at work were, there too, consistently associated with wellbeing indicators. During the COVID-19 pandemic, the factors most consistently associated with teachers’ wellbeing across countries were related to security and autonomy at work, supporting the importance to consider these aspects in a continuous, structural way at school. Factors associated with teachers’ wellbeing in very different contexts require further cross-cultural study.

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Section: Discussionsupporting

confidence: 92%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

Billaudeau

Alexander

Magnard³

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Another study has shown that: relational factors, work-related factors and above all, self-efficacy have an influence on teachers’ job satisfaction. These factors are deemed a guarantee of the teaching process quality as well as of collegial collaboration [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Back to School: Italian Teachers’ Perceptions of the Impact of COVID-19 on Personal and Social Well-Being and Teaching Methods

Porru

Dicataldo

Leo

et al. 2022

IJERPH

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During the COVID-19 pandemic, continuous closing and reopening of schools may have had an impact on teachers’ perception of the risk of contracting SARS-CoV-2 and of the effectiveness of health measures introduced to limit the spread of the virus, with consequences on teaching methods and relational bonds within schools. By means of an online survey, we measured: teachers’ stress, job-satisfaction, self-efficacy and emotions at work, risk-perception of contracting SARS-CoV-2, perception of effectiveness of health measures, teaching methods and social relationships. Participants were 2446 teachers (2142 women and 304 men) all engaged in the four educational stages. Most of the respondents were aged 50 or older (45%), followed by a group aged 41–50 (31%) and by a group aged <40 (24%). We used path analysis to test the impact that COVID-19 had, according to teachers, on teaching methods (Model 1) and social relationships (Model 2). In both models, teachers’ stress was positively directly associated with risk-perception of contracting SARS-CoV-2 (Model 1: β = 0.10; p < 0.001; Model 2: β = 0.09; p < 0.001). Additionally, we found an indirect path between teachers’ stress and risk-perception of contracting SARS-CoV-2 on the one hand, and perception of effectiveness of health measures on the other hand (Model 1: β = 0.02; p < 0.001; Model 2: β = 0.02; p < 0.001). These results suggest that, in emergencies, risk perception level, emotional regulation, and teachers’ stress levels were all key factors affecting teaching methods and relationship quality in schools.

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“…The results revealed that there is significant difference between government and private school teachers in their level of job satisfaction and there is no significant difference between government and private school teachers in their level of occupational self-efficacy. Ortan, Simut and Simut (2021) examined that the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks) and working conditions, in order to identify various implicati ons for teachers' well-being. The results showed that self-efficacy, promotion, positive student behaviour and working conditions have significant effects on job satisfaction.…”

Section: Introductionmentioning

confidence: 99%

Job Satisfaction as a Function of Self-Efficacy and Personal Strain Among High School Teachers in Chittoor District of Andhra Pradesh State of India

BABU

2022

International Journal of Educational Research Review

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Job satisfaction is a worker’s sense of achievement and success on the job. It is generally perceived to be directly linked to productivity as well as to personal well-being. Job satisfaction implies doing a job one enjoys, doing it well and being rewarded for one’s efforts. Job satisfaction further implies enthusiasm and happiness with one’s work. Job satisfaction is the key ingredient that leads to recognition, income, promotion and the achievement of other goals that lead to a feeling of fulfillment. Aim: Job satisfaction as a function of self-efficacy and personal strain among high school teachers in Chittoor district of Andhra Pradesh state of India. Objective: To assess the impact of self-efficacy and personal strain on job satisfaction among high school teachers. Sample: Sample of the present study consists of 400 primary teachers in Chittoor District of Andhra Pradesh State. Tools: The job satisfaction scale developed by Karanam Bahaboobuvali and Vijaya Vardhini (2013), self-efficacy scale standardized by Nelson and Copeland (2004) and personal strain questionnaire was assessed and standardized by Samuel Osipow and Spokane (1987) were used. Conclusion: Results revealed that self-efficacy and personal strain have significant impact on job satisfaction.

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Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

Cited by 59 publications

References 135 publications

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

Back to School: Italian Teachers’ Perceptions of the Impact of COVID-19 on Personal and Social Well-Being and Teaching Methods

Job Satisfaction as a Function of Self-Efficacy and Personal Strain Among High School Teachers in Chittoor District of Andhra Pradesh State of India

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