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 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;

scholarly journals THE RELATIONSHIP BETWEEN WORKPLACE BULLYING AND JOB SATISFACTION IN OMAN’S HOTEL SECTOR: THE MEDIATING ROLE OF OCCUPATIONAL SELF-EFFICACY

2021 ◽  
Vol 6 (24) ◽  
pp. 39-53
Author(s):  
Asma Shughail Aqib Al Hashimi ◽  
Adi Anuar Azmin
Keyword(s):  
Job Satisfaction ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Workplace Bullying ◽  
Future Research ◽  
Satisfaction Scale ◽  
Mediating Role ◽  
Hotel Sector ◽  
The Relationship

An inclusive workplace helps in achieving effective performance at all organisational levels. Workplace bullying is recognised as a global phenomenon tremendously influencing self-efficacy and employees’ job satisfaction. The current study aimed to examine the relationship between workplace bullying and job satisfaction with the mediating role of occupational self-efficacy in the hotel sector in Oman. The cross-sectional research was carried out in three hotels in Oman. The data were collected from 400 employees working in middle and low management in hotels in Oman. Additionally, data were gathered using the Negative Acts Questionnaire-Revised, the Occupational Self-Efficacy Scale, and the Generic Job Satisfaction Scale. Preliminary data analysis and regression analysis were performed using Statistical Package for Social Science (SPSS). Meditational analysis was conducted with PROCESS macro written by Hayes. The findings highlighted that workplace bullying correlates with job satisfaction positively and negatively with occupational self-efficacy. Occupational self-efficacy was negatively correlated with job satisfaction. Regression analysis showed that workplace bullying was a significant predictor of job satisfaction. However, occupational self-efficacy did not significantly mediate the relationship between workplace bullying and job satisfaction. The mediational analysis confirmed that occupational self-efficacy did not mediate the relationship between workplace bullying and job satisfaction. Management must develop and concentrate on building an inclusive work environment to reduce workplace bullying and harness occupational self-efficacy. Practical steps must be taken to deliver the interventions that can empower the employee to tackle workplace bullying and improves self-efficacy. This study also identified limitations and future research options.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

scholarly journals Relationship between alexithymia and career decision -making self-efficacy among Tenth and Eleventh grade students in Muscat governorate

2019 ◽  
Vol 4 (2) ◽  
pp. 45
Author(s):  
Mohammad Sheikh Hammoud ◽  
Bakkar S. Bakkar ◽  
Yousef Abdulqader Abu Shendi ◽  
Yousuf Saif Al Rujaibi
Keyword(s):  
Gender Differences ◽  
Decision Making ◽  
Self Efficacy ◽  
Short Form ◽  
Career Decision ◽  
Total Sample ◽  
Career Decision Making ◽  
The Mean ◽  
The Relationship

 The purpose of this study was to examine the relationship between alexithymia and career decision -making self-efficacy among Tenth and Eleventh grade students in Muscat governorate. To achieve this purpose,  Alexithymia Scale (AS),and CDMSE Short Form were administered to a total sample of 556 students of Tenth and Eleventh grades ( (n = 278) males and (n = 278) females . Findings revealed that the level of alexithymia was less than the mean of items, while the level of CDMSE was more than the mean of items, as well as there was no significant correlational relationship between alexithymia and CDMSE. The findings also indicated that there were significant gender differences in alexithymia, while there were no significant gender differences in CDMSE. With regard to GPA, the findings revealed that there were no significant differences in alexithymia, while there were significant differences in CDMSE. Conclusion: It concludes that although there was no significant correlational relationship between alexithymia and career decision-making self-efficacy, alexithymia negatively affects individual’s decisions in life.

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

scholarly journals The Relationship between Perceived Emotional Intelligence, Work Engagement, Job Satisfaction, and Burnout in Italian School Teachers

2020 ◽  
Vol 29 (1) ◽  
pp. 63-84
Author(s):  
Antonella D’Amico ◽  
Alessandro Geraci ◽  
Chiara Tarantino
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Work Engagement ◽  
Protective Role ◽  
International Studies ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Italian School ◽  
Perceived Emotional Intelligence ◽  
The Relationship

The study investigates the relationship between perceived emotional intelligence, burnout, work engagement, and job satisfaction in 238 Italian school teachers. The mean age was 50 years, ranged from 26 to 66 (SD = 9.16). The research protocol included a demographics data sheet, the Wong and Law Emotional Intelligence Scale (WLEIS; Wong & Law, 2002), the Copenhagen Burnout Inventory (CBI; Kristensen, Borritz, Villadsen, & Christensen, 2005), the Utrecht Work Engagement Scale (UWES; Schaufeli, Bakker, & Salanova, 2006), and the Organizational Satisfaction Scale (QSO; Cortese, 2001). Several international studies already demonstrated an association among these variables. Our results showed that perceived emotional intelligence positively correlates with work engagement and job satisfaction, and negatively correlates with burnout. Hierarchical regression analyses also point out that, among all the perceived emotional intelligence subdimensions, the use of emotion is the best predictor of the study variables, even when controlling for gender differences. These results suggest that emotional intelligence may have a protective role in preventing negative working experiences of teachers.

School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?

2020 ◽  
Vol 30 (2) ◽  
pp. 202-215
Author(s):  
Fatih Aydin ◽  
Hatice Odaci
Keyword(s):  
Job Satisfaction ◽  
Cognitive Flexibility ◽  
Trait Anxiety ◽  
Self Efficacy ◽  
Personal Information ◽  
Relevant Literature ◽  
Study Data ◽  
Satisfaction Scale ◽  
School Counsellors

AbstractThe aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

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