Investigation into Mediation Effects of Major Satisfaction and Self-efficacy on First Job Satisfaction of University Graduates

2020 ◽  
Vol 20 (21) ◽  
pp. 323-341
Author(s):  
Yoonjeong Oh ◽  
Heeyoung Ryu
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
University Graduates ◽  
Mediation Effects ◽  
Major Satisfaction ◽  
First Job

scholarly journals Investigation of the Impact of School Climate and Teachers’ Self-Efficacy on Job Satisfaction: A Cross-Cultural Approach

2019 ◽  
Vol 10 (1) ◽  
pp. 119-133 ◽  
Author(s):  
Ioannis G. Katsantonis
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Self Efficacy ◽  
Structural Equation ◽  
Cross Cultural ◽  
Equation Modeling ◽  
Mediation Effects ◽  
Mediating Role ◽  
Cross Cultural Differences ◽  
The Impact

The purpose of this study is twofold: (a) To confirm the mediating role of teachers’ self-efficacy between the relation of school climate and teachers’ job satisfaction and (b) to tease apart any cross-cultural effects of the association of self-efficacy and job satisfaction by comparing teachers’ responses. Drawing upon the publicly available TALIS 2018 (June 2019) database, a representative sample of 51,782 primary school teachers from 15 countries was used for the analyses. Structural equation modeling was implemented to test for mediation effects of teachers’ self-efficacy at the individuals’ level and a general linear model (GLM) MANOVA was applied to compare the participants’ scores in self-efficacy and job satisfaction across cultures. Results indicate, in accordance with previous research, that self-efficacy is a mediating variable of the relation between school climate and job satisfaction at the individuals’ level across cultures. Moreover, the GLM revealed statistically significant cross-cultural differences among teachers’ responses in job satisfaction and self-efficacy. These findings have implications for teachers’ wellbeing and resilience.

scholarly journals Moderating-mediating Effects of Leader Member Exchange, Self-efficacy and Psychological Empowerment on Work Outcomes among Nurses

Organizacija ◽  
2020 ◽  
Vol 53 (3) ◽  
pp. 246-258 ◽  
Author(s):  
Farzad Sattari Ardabili
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Self Efficacy ◽  
Process Model ◽  
Psychological Empowerment ◽  
Leader Member Exchange ◽  
Mediation Effects ◽  
Member Exchange ◽  
Negative Effect

AbstractBackground: The main effects of leader-member relationship and the quality of supervisor-subordinate relationship are emphasized as main variables that help improve nurses’ job satisfaction and reduce exhaustion. The aim of this study is to examine the effects of the emotional intelligence, self-efficacy, and psychological empowerment on psychological exhaustion and job satisfaction of nurses using moderation-mediation effects of leader-member exchange (LMX).Methods: A cross-sectional design was carried out in three public-sector hospitals in north west of Iran during 2016. A total of 138 self-administered questionnaires were used for analysis. The main hypotheses of this study were analyzed through applying mediation-moderation analysis using PROCESS model.Results: The results revealed that LMX acted as a mediator between emotional intelligence and job satisfaction through converting its negative effect into positive one. The indirect effect of emotional intelligence on emotional exhaustion through leader-member exchange was strongly negative especially at higher levels of leader-member exchange.Conclusions: High quality relationships between nurses and their superiors could improve their job outcomes. The negative relationship between emotional intelligence and emotional exhausting was more significant when leader-member exchange was taken into account. High emotional intelligence in nurses has negative effect on job satisfaction but by mediating role of LMX the effect changed to positive. LMX partially mediated the effect of emotional intelligence on job satisfaction, except when self-efficacy values were quite large. Psychological empowerment did not significantly moderate the relationship between emotional intelligence, leader-member exchange, and job outcome.Implications for nursing managers: It is recommended to analyze the quality of leader-member exchange in the hospitals before using them for measurement of nurses’ satisfaction and their jobs’ outcomes. Managers should also concentrate more on leader-member exchange and try to improve its quality. Future studies are needed to investigate the effects of leader-member exchange quality in longer follow-up periods.

Attributes Contributing to the Employment Satisfaction of University Graduates with Learning Disabilities

2003 ◽  
Vol 26 (3) ◽  
pp. 159-169 ◽  
Author(s):  
Joseph W. Madaus ◽  
Lilia M. Ruban ◽  
Teresa E. Foley ◽  
Joan M. McGuire
Keyword(s):  
Job Satisfaction ◽  
Learning Disabilities ◽  
Self Efficacy ◽  
Response Rate ◽  
Demographic Variables ◽  
University Graduates ◽  
Use Of Self ◽  
Postsecondary Institution ◽  
Regulatory Strategies ◽  
Employment Satisfaction

One hundred and thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine levels of employment self-efficacy and satisfaction. Based upon a response rate of 67% ( N = 89), graduates reported high levels of employment self-efficacy and satisfaction. Although there were no significant differences related to levels of self-efficacy and job satisfaction and selected demographic variables, perceptions of employment self-efficacy and the use of self-regulatory strategies/accommodations were found to be significant predictors of employment satisfaction.

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.

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