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ASSESSING TEACHER SELF-EFFICACY AND JOB SATISFACTION: MIDDLE SCHOOL TEACHERS

Journal Name:

  • Journal of Educational and Instructional Studies in the World

Publication Year:

  • 2015

Key Words:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study was to investigate the relationship between the self-efficacy and job satisfaction of middle school teachers. Teaching profession is one of the most difficult jobs in the world. Schools have experienced having shortages of quality teachers with strong skills in the areas of student engagement, instructional practices, and classroom management. The participants of the study included 208 middle school teachers in USA. The study employed a non-random sampling design. The data were collected by the Teachers’ Sense of Efficacy Scale (TSES) and the Job Satisfaction Survey (JSS). The TSES included 24 items with three subscales including efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management. The JSS included 36 items with 9 subscales including pay, promotion, supervision, fringe benefits, contingent rewards, operating, coworkers, nature of work, and communication. The study results indicated non-significant and negative correlation between teacher self-efficacy and job satisfaction.
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JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES
IN THE WORLD
August 2015, Volume: 5 Issue: 3 Article: 05 ISSN: 2146-7463
Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org
42
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Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org
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