scholarly journals MODELING TEACHER SELF-EFFICACY AS A FUNCTION OF PEER OBSERVATION, ADMINISTRATIVE FEEDBACK, JOB SATISFACTION, AND WORK ENJOYMENT

2019 ◽  
Vol 128 (6B) ◽  
pp. 71
Author(s):  
Chau Hong Phuoc Nguyen ◽  
Aaron Samuel Zimmerman
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Large Scale ◽  
Future Research ◽  
Peer Observation ◽  
Data Set ◽  
Work Enjoyment ◽  
International Data ◽  
Teacher Self Efficacy

<p>This study used a large-scale, international data set – the OECD Teaching and Learning International Survey (TALIS) 2013, consisting of 14,583 teachers from 34 countries (OECD, 2014) – to examine the manner in which feedback from administrators, time spent observing colleagues’ classes, job satisfaction, and work enjoyment predicted teachers’ instructional self-efficacy. It was found that feedback from administrators was not a significant predictor of teacher self-efficacy for instruction, whilst peer observation, job satisfaction, and work enjoyment were estimated as being significant predictors. The results of this study have implications for practice – specifically, how teachers and school leaders cultivate teachers’ self-efficacy for instruction – and future research.</p>

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 Teacher Preparation, Motivation, and Self-Efficacy: A Comparative Study of New Teachers in Japan and the United States

2021 ◽  
Vol 4 (3) ◽  
pp. 368
Author(s):  
Shaoan Zhang ◽  
Andromeda Hightower ◽  
Qingmin Shi
Keyword(s):  
Teacher Preparation ◽  
Self Efficacy ◽  
New Teachers ◽  
Teaching And Learning ◽  
Large Scale ◽  
The United States ◽  
Social Utility ◽  
Future Research ◽  
Utility Value ◽  
The U.S

Using the Teaching and Learning International Survey (TALIS) 2018, this study examines U.S. and Japanese new teachers’ initial teacher preparation (ITP), feelings of preparedness, motivations, and self-efficacy. The analysis of 355 U.S. and 433 Japanese new secondary teachers provided several findings. First, ITP in the U.S. more often included teaching in mixed-ability and multicultural settings, cross-curricular skills, and technology than Japan, and U.S. teachers felt more prepared than Japanese teachers in every category of preparation. Second, Japanese teachers were more likely to declare teaching as their first career choice and reportedly scored significantly higher on motivations to become a teacher of personal utility value, while U.S. new teachers scored higher on social utility value. Third, there were no significant differences in self-efficacy between U.S. and Japanese new teachers. This study contributes to the gap of large-scale, comparative literature between the U.S. and Japanese initial teacher preparation. Implications for practice and directions for future research are discussed.

A Career Stage Analysis of the U.S. Federal Employees’ Job Satisfaction and Turnover Intention: A Comprehensive Overview

2019 ◽  
Vol 40 (4) ◽  
pp. 717-742
Author(s):  
Hyung-Woo Lee
Keyword(s):  
Job Satisfaction ◽  
Turnover Intention ◽  
Large Scale ◽  
Career Stages ◽  
Future Research ◽  
Career Stage ◽  
Comprehensive Overview ◽  
Data Set ◽  
Stage Analysis ◽  
The Impact

This study examines how the determinants of job satisfaction and turnover intention are different across employee’s career stages, using a large-scale data set from U.S. federal agencies. A comprehensive examination of career stage differences provides a sophisticated understanding of the multifaceted nature of job satisfaction and turnover intention factors. The trajectory of career stage differences is linear, and the impact of career stages is rather minimal when it comes to the determinants of job satisfaction, whereas the differences in terms of turnover intention were more drastic and salient. Also, the patterns of career stage effect were more complicated than proposed in the existing studies. The implications of these findings are explored for future research and practitioners.

scholarly journals Psychological Capital and Core Self-Evaluations in the Workplace: Impacts on Well-Being

2018 ◽  
Vol 10 (2) ◽  
pp. 15 ◽  
Author(s):  
Annita Gibson ◽  
Richard Hicks
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
Psychological Capital ◽  
Well Being ◽  
Temporary Employment ◽  
Working Environment ◽  
Future Research ◽  
Psychological Well Being ◽  
Employment Conditions ◽  
Core Self

The uncertainty of today’s working environment, including prevalence of temporary employment conditions in many industries, has affected the psychological well-being of people in the workforce. Psychological well-being affects all aspects of a person’s life, including: pleasure, job satisfaction and fulfilment, and life meaning (Seligman, 2002). Previous studies have investigated how Psychological Capital (PsyCap) and Core Self-evaluations (CSE) are positively related to job satisfaction and performance, but there is little research on the relationships of PsyCap and CSE with psychological well-being (PWB). This present study explored the relationships among PsyCap, CSE, and PWB in a convenience workplace sample of 121 Australian working adults. Results revealed that both PsyCap (involving hope, optimism, resilience and self-efficacy) and CSE (involving evaluations of one’s own locus of control, self-esteem, generalised self-efficacy, and adaptive vs ‘neurotic’ behaviour) were separately positive predictors of wellbeing, consistent with previous studies. There were overlaps in concepts but both PsyCap and CSE together predicted higher levels of well-being than either alone, and CSE was found to be a partial mediator between PsyCap and well-being indicating that both elements were needed in prediction of well-being. Practical implications include that PsyCap and CSE measures can be used together in the workplace in assessment, selection, training and development to help improve the quality of health and well-being of employees.  Limitations and future research directions are indicated.

Electroconvulsive therapy versus transcranial magnetic stimulation for major depression: a review with recommendations for future research

2008 ◽  
Vol 20 (6) ◽  
pp. 291-294 ◽  
Author(s):  
Keith G. Rasmussen
Keyword(s):  
Transcranial Magnetic Stimulation ◽  
Major Depression ◽  
Electroconvulsive Therapy ◽  
Magnetic Stimulation ◽  
Large Scale ◽  
The Elderly ◽  
Future Research ◽  
Sample Sizes ◽  
Data Set ◽  
Differential Outcomes

Objective:To review the literature comparing electroconvulsive therapy (ECT) and transcranial magnetic stimulation (TMS) for major depression.Methods:Data from the six randomised, prospective studies were agglutinated into one data set. Special attention was given to the methods of both TMS and ECT as well as data pertaining to differential outcomes in subgroups such as psychotic depressives and the elderly.Results:There is a highly significant advantage for ECT in the prospective, randomised trials. The two non-randomised, retrospective comparative trials found the treatments to be equal in one study and superior for ECT in another. However, sample sizes are small in these studies, and both TMS and ECT may have been used suboptimally. Furthermore, the possibilities of differential efficacy of ECT or TMS for psychotic depressives or as a function of age have yet to be fully explored.Conclusions:The data to date do not support the contention that TMS is equivalent in efficacy to ECT. It is recommended that a large-scale trial be undertaken using aggressive forms of both TMS and ECT with sample sizes sufficiently large to detect effects of moderating variables such as age and psychosis status.

scholarly journals The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

2020 ◽  
Vol 6 (2) ◽  
pp. 347
Author(s):  
Nevin Kozcu Çakır
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Primary School Teacher ◽  
Data Set ◽  
Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant  relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

scholarly journals Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction

2020 ◽  
Vol 15 (6) ◽  
pp. 1464-1479
Author(s):  
Battal Göldağ
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High Schools ◽  
Classroom Management ◽  
High School Teachers ◽  
Self Efficacy ◽  
Short Form ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Teacher Self Efficacy

This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.   Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;

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