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Article: Moving beyond classroom teaching: A study of multi-dimensional teacher self-efficacy on job satisfaction and occupational commitment

TitleMoving beyond classroom teaching: A study of multi-dimensional teacher self-efficacy on job satisfaction and occupational commitment
Authors
KeywordsTeacher self-efficacy
Teacher-student relationships
School decision-making
Job satisfaction
Occupational commitment
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp
Citation
Teachers and Teaching: theory and practice, 2019, v. 26 n. 7-8, p. 522-542 How to Cite?
AbstractTeacher self-efficacy is a key predictor of teacher attrition, but studies have primarily examined teacher self-efficacy via classroom teaching and overlooked other roles that teachers play in school. Accordingly, this study explores the relationships between, on the one hand, primary and secondary teachers’ job satisfaction and occupational commitment and, on the other, their self-efficacy in three domains: classroom teaching, teacher-student relationships, and school decision-making. The participants included 1,424 primary and secondary teachers from Shanxi, Xinjiang, and Chongqing, China. Confirmatory factor analysis was performed to ensure the validity of the survey instruments. The results of path analysis on the survey responses indicate that although all three types of self-efficacy showed a positive relationship with these teachers’ satisfaction and commitment, self-efficacy in teacher-student relationships and self-efficacy in school decision-making both ranked as more important than self-efficacy in classroom teaching. The theoretical and practical implications of these findings are also discussed.
Persistent Identifierhttp://hdl.handle.net/10722/315693
ISSN
2023 Impact Factor: 1.9
2023 SCImago Journal Rankings: 0.980
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHuang, XY-
dc.contributor.authorLin, C-
dc.contributor.authorLee, JCK-
dc.date.accessioned2022-08-19T09:02:41Z-
dc.date.available2022-08-19T09:02:41Z-
dc.date.issued2019-
dc.identifier.citationTeachers and Teaching: theory and practice, 2019, v. 26 n. 7-8, p. 522-542-
dc.identifier.issn1354-0602-
dc.identifier.urihttp://hdl.handle.net/10722/315693-
dc.description.abstractTeacher self-efficacy is a key predictor of teacher attrition, but studies have primarily examined teacher self-efficacy via classroom teaching and overlooked other roles that teachers play in school. Accordingly, this study explores the relationships between, on the one hand, primary and secondary teachers’ job satisfaction and occupational commitment and, on the other, their self-efficacy in three domains: classroom teaching, teacher-student relationships, and school decision-making. The participants included 1,424 primary and secondary teachers from Shanxi, Xinjiang, and Chongqing, China. Confirmatory factor analysis was performed to ensure the validity of the survey instruments. The results of path analysis on the survey responses indicate that although all three types of self-efficacy showed a positive relationship with these teachers’ satisfaction and commitment, self-efficacy in teacher-student relationships and self-efficacy in school decision-making both ranked as more important than self-efficacy in classroom teaching. The theoretical and practical implications of these findings are also discussed.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13540602.asp-
dc.relation.ispartofTeachers and Teaching: theory and practice-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/[Article DOI].-
dc.subjectTeacher self-efficacy-
dc.subjectTeacher-student relationships-
dc.subjectSchool decision-making-
dc.subjectJob satisfaction-
dc.subjectOccupational commitment-
dc.titleMoving beyond classroom teaching: A study of multi-dimensional teacher self-efficacy on job satisfaction and occupational commitment-
dc.typeArticle-
dc.identifier.emailHuang, XY: yxhhuang@hku.hk-
dc.identifier.emailLin, C: chinhsi@hku.hk-
dc.identifier.authorityHuang, XY=rp02213-
dc.identifier.authorityLin, C=rp02286-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/13540602.2021.1890014-
dc.identifier.hkuros336001-
dc.identifier.volume26-
dc.identifier.issue7-8-
dc.identifier.spage522-
dc.identifier.epage542-
dc.identifier.isiWOS:000629820800001-
dc.publisher.placeUnited Kingdom-

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