scholarly journals Facing the Inevitable: The Effects of Coronavirus Disease Pandemic and Online Teaching on Teachers’ Self-Efficacy, Workload and Job Satisfaction

2022 ◽  
Vol 11 (1) ◽  
pp. 151-162
Author(s):  
Éva Szabó ◽  
Kitti Kóródi ◽  
Erzsébet Szél ◽  
Balázs Jagodics*
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
Online Teaching ◽  
Preventive Measures ◽  
Sem Analysis ◽  
Sense Of Competence ◽  
The Past ◽  
Key Factor ◽  
Competence Motivation ◽  
The Relationship

<p style="text-align: justify;">Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challenges influencing teachers’ work differently. As self-efficacy is a key factor of successful teaching, the goal of our study was to examine the relationship among teachers’ efficacy-related experiences, work satisfaction and workload during the pandemic. 769 teachers (55 men and 677 female, 32 undefined) completed the online version of the Norwegian Teacher Self-Efficacy Scale and the Relative Self-Efficacy Scale. Findings indicated significant positive correlation between job satisfaction and self-efficacy as well as job satisfaction and the sense of competency. Kruskal-Wallis Test proved higher level of self-efficacy among teachers with more experience in online teaching in the past. According to SEM analysis, job satisfaction is predicted by efficacy beliefs concerning the sense of competence, motivation, coping and conflict resolution. Our findings indicate that experience in online teaching methods can enhance self-efficacy, which contributes to higher job satisfaction.</p>

scholarly journals Self-efficacy for instructional leadership: relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit

2020 ◽  
Vol 23 (5) ◽  
pp. 1343-1366
Author(s):  
Cecilie Skaalvik
Keyword(s):  
Job Satisfaction ◽  
Instructional Leadership ◽  
Emotional Exhaustion ◽  
Self Efficacy ◽  
Job Demands ◽  
Study Data ◽  
Sem Analysis ◽  
Job Resources ◽  
Survey Study ◽  
Motivation To Quit

Abstract The purpose of this study was to explore associations between school principals’ self-efficacy for instructional leadership, their perceptions of work-related demands and resources, emotional exhaustion, job satisfaction, and motivation to leave the principal position (quit). Four hundred and forty-seven principals in elementary school and high school participated in a survey study. Data were analyzed by means of confirmatory factor analyses and SEM analyses. Self-efficacy for instructional leadership was negatively associated with the perception of all job demands and positively associated with the perception of all job resources in the study. In the SEM analysis, the associations between (a) self-efficacy and (b) emotional exhaustion, job satisfaction, and motivation to quit were indirect, mediated through the perception of job demands and job resources.

scholarly journals Parenting Sense of Competence in Parents of Children with and without Intellectual Disability

2021 ◽  
Vol 17 (2) ◽  
pp. 75-91
Author(s):  
Sanja Jandrić ◽  
Ana Kurtović
Keyword(s):  
Intellectual Disability ◽  
Perceived Stress ◽  
Self Efficacy ◽  
Parenting Satisfaction ◽  
Sense Of Competence ◽  
Parental Employment ◽  
Severe Intellectual Disability ◽  
Parenting Sense Of Competence ◽  
Relationship Of ◽  
The Relationship

Our study aims to examine the relationship of child’s intellectual disability, parental education, employment and perceived stress with parenting sense of competence (satisfaction and self-efficacy). Three groups of parents (children without intellectual disability, children with mild intellectual disabilities, and children with moderate/severe intellectual disability) completed measures of perceived stress, parenting sense of competence and socio-demographic questions. Results show that child’s intellectual disability affects parenting satisfaction but not parenting self-efficacy. Parental employment predicted parenting satisfaction, but not parenting self-efficacy, while perceived stress predicted parenting satisfaction and self-efficacy. Results further suggest that parental employment moderates the relationship of child's disability with parenting satisfaction and perceived stress. Result suggest a need for interventions aimed at supporting parents in dealing with emotional consequences of their child’s disability.

Workplace Arrogance and Job Performance

2018 ◽  
pp. 83-116
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Job Performance ◽  
Task Performance ◽  
Self Efficacy ◽  
Theoretical Study ◽  
Contextual Performance ◽  
Two Dimensions ◽  
Theoretical Contribution ◽  
The Relationship

This chapter is an attempt to clarify the relationship between workplace arrogance and job performance. Thus, the authors focus and define a set of four fundamental concepts—task performance, contextual performance, social support, and self-efficacy—in order to examine and explore this relationship. Hence, the main result of this theoretical study is that workplace arrogance is negatively related to job performance. Although this finding could be considered as a theoretical contribution, more studies are requested to investigate the specific relationship between workplace arrogance and job satisfaction with its two dimensions: task and contextual factors.

Acceptance of Workplace Bullying Behaviors and Job Satisfaction: Moderated Mediation Analysis With Coping Self-Efficacy and Exposure to Bullying

2018 ◽  
Vol 122 (5) ◽  
pp. 1883-1906 ◽  
Author(s):  
Milica Vukelić ◽  
Svetlana Čizmić ◽  
Ivana B. Petrović
Keyword(s):  
Job Satisfaction ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Workplace Bullying ◽  
Negative Relationship ◽  
Moderated Mediation ◽  
Efficacy Beliefs ◽  
Bullying Behaviors ◽  
The Relationship ◽  
Negative Acts

Previous research explored workplace climate as a factor of workplace bullying and coping with workplace bullying, but these concepts were not closely related to workplace bullying behaviors (WBBs). To examine whether the perceived exposure to bullying mediates the relationship between the climate of accepting WBBs and job satisfaction under the condition of different levels of WBBs coping self-efficacy beliefs, we performed moderated mediation analysis. The Negative Acts Questionnaire – Revised was given to 329 employees from Serbia for assessing perceived exposure to bullying. Leaving the original scale items, the instruction of the original Negative Acts Questionnaire – Revised was modified for assessing (1) the climate of accepting WBBs and (2) WBBs coping self-efficacy beliefs. There was a significant negative relationship between exposure to bullying and job satisfaction. WBB acceptance climate was positively related to exposure to workplace bullying and negatively related to job satisfaction. WBB acceptance climate had an indirect relationship with job satisfaction through bullying exposure, and the relationship between WBB acceptance and exposure to bullying was weaker among those who believed that they were more efficient in coping with workplace bullying. Workplace bullying could be sustained by WBB acceptance climate which threatens the job-related outcomes. WBBs coping self-efficacy beliefs have some buffering effects.

Educator organizational citizenship behavior and job satisfaction moderation in the GCC expatriate-dominated market

2019 ◽  
Vol 27 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Nabeel Sawalha ◽  
Yunus Kathawala ◽  
Ihab Magableh
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Job Characteristics ◽  
Sem Analysis ◽  
Citizenship Behavior ◽  
Content Type ◽  
Task Identity ◽  
The Relationship

PurposeThis paper aims to explore the relationship between job characteristics (JC) and organizational citizenship behavior (OCB) moderated by job satisfaction (JS) among educators in the higher education institutions in the countries of the Gulf Cooperation Council (GCC), including Saudi Arabia, Kuwait, Bahrain, Qatar, United Arab Emirates and Oman, taking into consideration that most educators at the higher education institutions in this area are expatriates.Design/methodology/approachA sample of 157 faculty members and instructors was used. Five job characteristics (skill variety, task identity, task significance, autonomy and feedback) and five OCB behaviors (altruism, civic virtue, courtesy, conscientiousness, and sportsmanship) were studied. The overall job satisfaction was measured with seven general items adopted from Al-Damour and Awamleh (2002). Data were collected voluntarily using social media network announcements and pencil and paper. Structural equation modeling (SEM) analysis was used in testing this moderation relationship.FindingsResults showed that job satisfaction plays a significant moderating effect in enhancing the relationship between four out of the five job characteristics (feedback, skill variety, task identity and autonomy) and only two out of five OCB behaviors, namely, altruism and courtesy. Also, culture showed no significant impact on results.Research limitations/implicationsUsing a self-reporting tool, the respondents could give biased responses that might influence results. In addition, the use a complex relationship to establish a causality relationship among many variables measured with many items did make it difficult and sometimes errored out using SEM analysis.Practical implicationsThis study delivers important suggestions to the management of these institutions as well as higher education administration about how to enhance their educators’ OCBs as a source of competitive advantage taking into consideration that expatriates work within certain legal and social contexts.Originality/valueWith very limited related research covering this region, this study provides an insight into how educators’ OCBs can be enhanced within unique employment structures and policies designed for expatriate educators in the GCC countries.

scholarly journals EFFICACIOUSLY SMUGGLING IDEAS: UNTANGLING THE RELATIONSHIP BETWEEN ENTREPRENEURIAL SELF-EFFICACY, CREATIVE BOOTLEGGING AND EMBEDDED LEAD USERS

2020 ◽  
pp. 2150032
Author(s):  
KHATEREH GHASEMZADEH ◽  
ALDIJANA BUNJAK ◽  
GUIDO BORTOLUZZI ◽  
MATEJ ČERNE
Keyword(s):  
Self Efficacy ◽  
Positive Impact ◽  
Identity Work ◽  
The Past ◽  
Innovation Projects ◽  
Lead Users ◽  
Entrepreneurial Activities ◽  
The Relationship ◽  
Practical Implications

The phenomenon of embedded lead userness has gained considerable attention in the past years. This study examines the relationship between entrepreneurial self-efficacy and embedded lead userness when mediated by creative bootlegging. After analysing the data collected from 554 employees in 41 Italian and Croatian firms, our study unveils that entrepreneurial self-efficacy exerts a positive impact on embedded lead userness when mediated by creative bootlegging. Consistent with research on identity work, these results suggest that employees who show self-motivation and conviction in entrepreneurial activities tend to commit to unofficial innovation projects, which in turn, makes them act as lead users of the products and services. The study’s contributions and practical implications are also discussed.

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