Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

Abstract

Purpose: The purpose of this paper is to explore whether, and to what extent, collective beliefs and emotions towards professional role could predict job satisfaction, above and beyond the role of self-efficacy and emotions towards students. More specifically, we expected job satisfaction to be incrementally predicted by beliefs and emotions related to professional role (collective efficacy and role-related hedonic balance). Design/Methodology/Approach: The analysis was performed through the administration of a questionnaire to 266 Italian secondary school teachers. After having assessed measures of reliability, correlational analyses and a hierarchical regression model were performed. Findings: Results showed that collective efficacy and hedonic balance related to professional role have a unique effect on job satisfaction, accounting for nearly the 30% of its variance. Research Limitations/Implications: Despite some limitations related to the cross-sectional design, the study suggests a practical implication for teacher training, as well as underlying the need to study schools from an organizational point of view. Originality/value: The paper contributes to the psychological research on the role of the organizational dimensions in teachers’ well-being at work.

The Role of Job Satisfaction in Predicting Teacher Emotions: A Study on English Language Teachers

“…As Chen (2019) explained, the love aspect of teacher emotions is related to passion for teaching, and the love aspect of teacher emotions is reflected by their satisfaction with the teaching profession. Thus, this study validates that while positive emotions predict teacher job satisfaction, as supported by other studies (Buonomo et al, 2020;Chen, 2019b;Hagenauer et al, 2015;Ignat & Clipa, 2012;King & Chen, 2019;Nalipay et al, 2019;Rodrigo-Ruiz, 2016), the job satisfaction of teachers also predicts positive teacher emotions, namely, the joy and love dimensions. One of the most remarkable findings of this current study is that teachers' job satisfaction is a predictor of negative teacher emotions of sadness, anger and fear.…”

“…Additionally, negative emotions of anger and sadness were not significantly correlated with job satisfaction. In another recent study which focused on teacher emotions and job satisfaction, Buonomo et al (2020) also indicated that teachers were more satisfied with their jobs when they minimized their negative emotions and adopted positive emotions. Notably, Atmaca et al (2000) found that fear as a negative teacher emotion predicted job satisfaction in a positive way, which supports the current findings.…”

“…The findings of the present study show that job satisfaction is positively correlated, not only with positive emotions, but surprisingly, with negative emotions too. The existing literature has focused on teacher emotions predicting job satisfaction and several studies indicated that positive teacher emotions would have a positive correlation with their job satisfaction (Buonomo et al, 2020;Chen, 2019b;Hagenauer et al, 2015;Ignat & Clipa, 2012;King & Chen, 2019;Nalipay et al, 2019;Rodrigo-Ruiz, 2016). In this respect, it was found that teacher emotions predicted teacher job satisfaction in various aspects (Atmaca et al, 2020).…”

Other-Focused Approach to Teaching. The Effect of Ethical Leadership and Quiet Ego on Work Engagement and the Mediating Role of Compassion Satisfaction

“…The deep link with the organizational context is specifically relevant for teachers. Several studies showed that school-related variables (e.g., leadership, collective efficacy, school climate) have a role in how teacher perceive and whether they are engaged in their job ( Ware and Kitsantas, 2007 ; Toytok and Kapusuzoglu, 2016 ; Koutouzis and Malliara, 2017 ; Benevene et al, 2019 ; Fiorilli et al, 2019b ; Buonomo et al, 2020b ). Among these variables, school principals’ ethical leadership may sustain teachers’ proneness to acknowledge others’ needs and support them ( Brown and Treviño, 2006 ).…”

Positivity Ratio and Well-Being Among Teachers. The Mediating Role of Work Engagement

“…A few empirical studies investigated the ratio between positive and negative emotions in an educational context. Specifically, teachers’ hedonic balance (computed as the difference between positive and negative emotions) was positively associated with teachers’ self-efficacy, job satisfaction, and student-related positive emotions ( Buonomo et al, 2019 , 2020 ). Research supporting the broaden-and-build theory among teachers also revealed that positive emotions can reduce the negative effects of negative emotions (i.e., undoing effect) ( Gloria et al, 2013 ; Buonomo et al, 2019 ).…”