A Study on the Relationships between Job Stress, Job Satisfaction, and Teacher Efficacy of Elementary After School Teachers - With Focus on Mediating Effect of Teacher Efficacy -

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

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Effects of Horticultural Activity on Job Stress, Coping Ability,and Job Satisfaction of Elementary School Teachers

Journal of Korea Society for Plants People and Environment ◽

10.11628/ksppe.2015.18.4.327 ◽

2015 ◽

Vol 18 (4) ◽

pp. 327-331 ◽

Cited By ~ 2

Author(s):

Young-Hee Chol ◽

◽

Suk-Young Yun ◽

Byung-Jin Choi

Keyword(s):

Job Satisfaction ◽

Elementary School ◽

Elementary School Teachers ◽

Job Stress ◽

Stress Coping ◽

School Teachers ◽

Coping Ability

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Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers

BioMed Research International ◽

10.1155/2019/1021408 ◽

2019 ◽

Vol 2019 ◽

pp. 1-10 ◽

Cited By ~ 9

Author(s):

María del Mar Molero Jurado ◽

María del Carmen Pérez-Fuentes ◽

Leonarda Atria ◽

Nieves Fátima Oropesa Ruiz ◽

José Jesús Gázquez Linares

Keyword(s):

High School ◽

Job Satisfaction ◽

High School Teachers ◽

Teaching Efficacy ◽

Mediating Effect ◽

Educational Context ◽

School Teachers ◽

Perceived Efficacy ◽

Personal Efficacy ◽

Italian Provinces

Burnout is closely related to personal and contextual variables, especially job satisfaction and commitment, and other less studied psychological variables, such as perception of teaching efficacy or educational context. Objective. The general objective of this study was to examine the relationships of burnout with perceived educational context, perceived teaching efficacy (personal and collective), and job satisfaction and commitment. Materials and Methods. A battery of instruments was administered to 500 high school teachers at different schools in several Italian provinces. Results. The cluster analysis found that one-third of high school teachers had high burnout. Evidence was also found associating elevated burnout with low scores in perceived efficacy (personal and collective), low job satisfaction, and low professional commitment. Furthermore, perception of the educational context is less positive when the teachers experience high levels of burnout. Finally, the results showed the mediating effect of perceived personal efficacy on the relationship between burnout and job satisfaction. Conclusions. The results are discussed from the perspective of developing teaching autonomy on improving personal efficacy, decreasing burnout, and increasing job satisfaction in an educational system which reinforces individual and collective competence.

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