The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration

2020 ◽  
pp. 174114322091043 ◽  
Author(s):  
Yan Liu ◽  
Mehmet Şükrü Bellibaş ◽  
Sedat Gümüş
Keyword(s):  
Job Satisfaction ◽  
School Culture ◽  
Instructional Leadership ◽  
Distributed Leadership ◽  
Teacher Collaboration ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Teacher Job Satisfaction ◽  
Mediation Effects ◽  
Teacher Self Efficacy

Research evidence regarding the relative effects of instructional leadership and distributed leadership on teacher job satisfaction and self-efficacy is limited; it is even less evidential when the indirect effects of mediation variables between school leadership and teacher outcomes, including supportive school culture and teacher collaboration, are added to the total effects. In this study, the six aforementioned variables are added to one model focusing on both the direct effects instructional and distributed leadership have on teacher job satisfaction and self-efficacy, and the indirect effects through the mediation variables of supportive school culture and teacher collaboration. Using the 2013 Teaching and Learning International Survey data, this research applied a rigorous structural equation model (SEM)with the design-based approach using the balanced repeated replication (BRR) weights. The results suggest that distributed leadership and instructional leadership are both positively and directly associated with teacher job satisfaction and teacher self-efficacy, respectively. Meanwhile, distributed leadership is positively and indirectly associated with both teacher job satisfaction and self-efficacy, while instructional leadership is indirectly associated with teacher job satisfaction through the mediation effects of supportive school culture and teacher collaboration.

Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion

2014 ◽  
Vol 114 (1) ◽  
pp. 68-77 ◽  
Author(s):  
Einar M. Skaalvik ◽  
Sidsel Skaalvik
Keyword(s):  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Self Efficacy ◽  
Maslach Burnout Inventory ◽  
Teacher Job Satisfaction ◽  
Teacher Autonomy ◽  
Satisfaction Scale ◽  
Utrecht Work Engagement Scale ◽  
Emotional Outcomes ◽  
Teacher Self Efficacy

When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age=45.0 yr., SD=11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

Teacher job satisfaction in Taiwan: making the connections with teacher attitudes, teacher self-efficacy and student achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Po Tsai ◽  
Panayiotis Antoniou
Keyword(s):  
Job Satisfaction ◽  
Student Achievement ◽  
Teacher Attitudes ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Teacher Job Satisfaction ◽  
Teaching Mathematics ◽  
Content Type ◽  
Teacher Self Efficacy ◽  
The Impact

PurposeThis paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement and teacher job satisfaction in Taiwan.Design/methodology/approachData were collected from 110 fifth grade primary school teachers and their students (n = 2,334) between 10 and 10 years old. A teacher questionnaire and a criterion-reference test in mathematics were distributed during the academic year 2016–2017. The data were analysed using confirmatory factor analysis and stepwise linear regression.FindingsThe results revealed that teacher attitudes to teaching mathematics, efficacy in classroom environment and student achievement in mathematics could, to some extent, explain variations in teacher job satisfaction. Of all the variables, teacher attitudes to teaching mathematics explained the largest portion of the variance in teacher job satisfaction.Originality/valueThese findings support the proposition that teacher attitudes to teaching mathematics affect teacher job satisfaction, which is in turn, translatable into enhanced teacher effectiveness. It is important to note that this study explores the impact of student achievement on teacher job satisfaction (and not the other way round), which is a relationship that remains under-researched and needs further investigation. Implications of the findings are discussed, and suggestions for further studies are provided.

scholarly journals Kernel Causality Among Teacher Self-Efficacy, Job Satisfaction, School Climate, and Workplace Well-Being and Stress in TALIS

2021 ◽  
Vol 12 ◽  
Author(s):  
Xue Zhang ◽  
Chunyang Zhao ◽  
Yuqiao Xu ◽  
Shanhuai Liu ◽  
Zhihui Wu
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Well Being ◽  
Individual Characteristics ◽  
Response Style ◽  
Extreme Response Style ◽  
Extreme Response ◽  
Teacher Self Efficacy

Teachers play an important role in the educational system. Teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress are four individual characteristics shown to be associated with tendency to turnover. In this article, data from the Teaching and Learning International Survey (TALIS) 2018 teacher questionnaire are analyzed, with the goal to understand the interplay amongst these four individual characteristics. The main purposes of this study are to (1) measure extreme response style for each scale using unidimensional nominal response models, and (2) investigate the kernel causal paths among teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress in the TALIS-PISA linked countries/economies. Our findings support the existence of extreme response style, the rational non-normal distribution assumption of latent traits, and the feasibility of kernel causal inference in the educational sector. Results of the present study inform the development of future correlational research and policy making in education.

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.

Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China

2018 ◽  
Vol 47 (6) ◽  
pp. 843-859 ◽  
Author(s):  
Xin Zheng ◽  
Hongbiao Yin ◽  
Zhanglin Li
Keyword(s):  
Instructional Leadership ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Leadership ◽  
Professional Learning ◽  
Self Efficacy ◽  
Mainland China ◽  
Collaborative Activity ◽  
Reflective Dialogue ◽  
Teacher Self Efficacy

The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus on student learning, de-privatized practice, and reflective dialogue, positively predicted teacher self-efficacy. Analysis showed that collaborative activity, de-privatized practice, and reflective dialogue significantly mediated the effects of instructional leadership on teacher self-efficacy. Implications for school leadership and teacher learning are discussed.

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