Organisation climate mediation of the relationship between hardiness, self-efficacy, and job satisfaction among military followers

2018 ◽  
Vol 28 (3) ◽  
pp. 192-195
Author(s):  
Palesa Luzipo ◽  
Gideon Van Dyk
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
The Relationship

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.

scholarly journals A Study on the Relationship between Self-Efficacy Beliefs and Organizational Commitment with Job Satisfaction in Office Employees in Esfarayen City, Iran

2015 ◽  
Vol 9 (6) ◽  
pp. 15-23
Author(s):  
Hamid Saremi ◽  
Abas Ali Rezeghi
Keyword(s):  
Job Satisfaction ◽  
Data Analysis ◽  
Organizational Commitment ◽  
Self Efficacy ◽  
Affective Commitment ◽  
Age Groups ◽  
Continuance Commitment ◽  
Significant Difference ◽  
Office Employees ◽  
The Relationship

The present study aimed at examining the relationship between self-efficacy and organizational commitment with job satisfaction of office employees of Esfarayen County. Research method can be categorized as descriptive, correlation research. The study population consisted of all office employees who worked in 2014-2015 in offices in Esfaraen County of which 248 employees were selected using stratified random sampling. Data was collected through administrating three questionnaires, Sherer self-efficacy, Meyer and Allen organizational commitment and Barry Field-Roth job satisfaction. The results of data analysis using Pearson's correlation and multivariate regression showed that there was a significant positive correlation between self-efficacy and organizational commitment with job satisfaction of employees, and they predict it positively. Among different types of organizational commitment, affective commitment, normative commitment and continuance commitment were of significant positive relationship with job satisfaction of employees; however, only affective commitment and continuous commitment predicted it positively. The results obtained from data analysis using independent two-sample t-test showed that there was no difference between male and female employees' job satisfaction. The results of one-way analysis of variance showed that there was a significant difference in different age groups, different years of services and different levels of education for job satisfaction of employees. The result suggested that employees who had higher organizational commitment and self-efficacy were of higher job satisfaction.

scholarly journals Self-efficacy and job satisfaction of teachers in schools for students with disabilities

2020 ◽  
Vol 19 (3) ◽  
pp. 165-179
Author(s):  
Vesna Žunić-Pavlović ◽  
Miroslav Pavlović
Keyword(s):  
Job Satisfaction ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Short Form ◽  
Vocational Schools ◽  
Satisfaction Scale ◽  
Depth Study ◽  
Teaching Satisfaction ◽  
Teacher Professional ◽  
The Relationship

Introduction. Self-efficacy significantly affects teaching outcomes and professional life of teachers. Although there are numerous research studies on self-efficacy and job satisfaction of teachers, studies that deal with teachers in special education are scarce. Objectives. The research had the following two goals: first, to determine the differences in self-efficacy and job satisfaction between teachers in secondary schools for students with disabilities and teachers in secondary vocational schools, and second, to examine the relationship between self-efficacy and job satisfaction in these two groups of teachers. Methods. The sample consisted of 96 teachers in schools for students with disabilities and 372 teachers in vocational schools. Ohio State Teacher Efficacy Scale, Short form (OSTES) and Teaching Satisfaction Scale (TSS) were used. Results. Teachers in schools for students with disabilities differed significantly in the level of self-efficacy and job satisfaction compared to teachers in vocational schools. In both groups of teachers, there was a significant positive relation between self-efficacy and job satisfaction. Conclusion. The results of this research suggest that teachers with a higher level of self-efficiency are generally more satisfied with their job. This finding may have significant implications for teacher professional development. The determined differences between the two groups of teachers justify the need for an in-depth study of the relation between self-efficiacy and job satisfaction.

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>

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