Finding Satisfaction in Belonging: Preservice Teacher Subjective Well-Being and its Relationship to Belonging, Trust, and Self-Efficacy

Björklund, Peter; Warstadt, Melissa F.; Daly, Alan J.

doi:10.3389/feduc.2021.639435

Cited by 9 publications

(7 citation statements)

References 136 publications

(248 reference statements)

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“…Our findings show collaboration was strongly associated with wellbeing, which may be explained due to collaboration being linked to learning (Webb et al, 2009;Bjorklund et al, 2021), meaningful work (Shirley et al, 2020), and teacher self-efficacy (Leithwood., 2006;Voelkel and Chrispeels, 2017). Meaning, learning, growth, and accomplishment are dimensions of several models of wellbeing (Ryff, 1989;Seligman., 2011;Huppert and So, 2013;Mental Health Foundation of New Zealand, 2015), so if these dimensions are increased due to collaboration this would have an overall positive effect on wellbeing.…”

Section: Organizational Level Factors (Hypothesis 5)mentioning

confidence: 83%

“…Our findings add to the literature that generalized trust, trust in work colleagues, and collaborative environments are associated with subjective wellbeing and job satisfaction ( Helliwell and Wang, 2010 ; Schneider et al, 2013 ; Di Fabio, 2017 ). In particular, we add to the literature that educator’s trust in their colleagues is associated with higher levels of wellbeing ( Bjorklund et al, 2021 ) in addition to reducing their levels of burnout, anxiety, and depression ( Van Maele and Van Houtte, 2015 ; Yin et al, 2018 ; Huang et al, 2019 ). One reason for this may be because trust engenders prosocial behaviors, such as cooperation and altruism, that enhance wellbeing ( Kramer, 1999 ).…”

Section: Discussionmentioning

confidence: 99%

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The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

et al. 2022

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Wellbeing in schools is often focused at the individual level, exploring students’ or teachers’ individual traits, habits, or actions that influence wellbeing. However, studies rarely take a whole-school approach that includes staff wellbeing, and frequently ignore relational and organizational level variables. We take a systems informed positive psychology approach and argue that it is essential to build greater understanding about organizational and relational influences on wellbeing in order for schools to support educator wellbeing. Our study evaluated the relative contributions of individual, relational, and organizational factors to educator wellbeing. Our measure of wellbeing focused on the life satisfaction and flourishing of 559 educators in 12 New Zealand schools. We used a social network analysis approach to capture educators’ relational ties, and demographic data and psychometric scales to capture individual and organizational level variables. Results of hierarchical blockwise regressions showed that individual, relational, and organizational factors were all significantly associated with educator wellbeing; however, it was educators’ perceptions of trusting and collaborative school conditions that were most strongly associated with their wellbeing. The number of relational ties educators had explained the least amount of variance in wellbeing. Educators were more likely to experience high levels of support when their close contacts also experienced high levels of support. However, for many educators, there was a negative association between their most frequent relational ties and their reported levels of support. Our results suggest that attending to the organizational factors that influence wellbeing, through creating trusting and collaborative school conditions, may be one of the most influential approaches to enhancing educator wellbeing. We call for whole-school approaches to wellbeing that not only consider how to support and enhance the wellbeing of school staff as well as students, but also view the conditions created within a school as a key driver of wellbeing within schools.

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Section: Organizational Level Factors (Hypothesis 5)mentioning

confidence: 83%

Section: Discussionmentioning

confidence: 99%

The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

et al. 2022

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“…The present study may contribute to the knowledge base regarding university teachers' job satisfaction as we address the prevalent issues in the university context. In this era of dramatic societal changes and competition surrounding university teachers, teaching self-efficacy is the key to determining teacher well-being and job satisfaction (Zakariya, 2020;Bjorklund et al, 2021;Kong, 2021;Saks et al, 2021;Toropova et al, 2021), engagement (Al' Abri et al, 2022, and retaining with high quality and effectiveness (You, 2014;Madigan and Kim, 2021). The study findings provide evidence-based information regarding the current trends and underlying psychological reasons for university teachers' dissatisfaction, burnout, and turnover, which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions.…”

Section: Discussionmentioning

confidence: 99%

“…Considering that teaching self-efficacy is associated with positive outcomes, such as teacher well-being (Bjorklund et al, 2021;Saks et al, 2021;Jaguaco et al, 2022;Song, 2022), quality of working life (Kong, 2021;Jaguaco et al, 2022;Matos et al, 2022), and job satisfaction (Chan et al, 2020;Zakariya, 2020), the present study aims to investigate a mediating role of college teaching selfefficacy (CTSE) as a mechanism underlying the relationship between job stress and job satisfaction. We further examined the effect of contextual variables such as gender, teaching experiences, ranks, and teaching loads to forge an understanding of the relationship.…”

Section: Introductionmentioning

confidence: 99%

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Liu

Yi²,

Siwatu³

2023

Front. Educ.

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Colleges and universities have been experiencing high rates of faculty turnover across countries, and hiring and retaining influential faculty members is a constant challenge that higher education institutions have encountered. Job stress and job satisfaction are stable predictors that psychologically determine teachers’ persistence in their institutions. The present study aimed to extend understanding of a mediating effect of college teaching self-efficacy (CTSE) on the relationship between faculty job stress and job satisfaction. Data collected from 455 Chinese university teachers were analyzed using structural equation moderated mediation models. CTSE was an effective mediator in alleviating the negative relationship between job stress and job satisfaction. Our finding from a moderated mediation model suggests that the mediation effect of CTSE did not differ by teaching experience, ranks, gender, and workload. However, the significant covariate effect of teaching experience incorporated in the mediation effect implies that teachers with more teaching experiences may have greater teaching self-efficacy, which may positively change the perceptions of job stress and job satisfaction. By way of discussion, we provided evidence regarding current trends and underlying psychological reasons for university teachers’ dissatisfaction which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions. Some impractical implications are further discussed.

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“…The present study may contribute to the knowledge base regarding university teachers' job satisfaction as we address the prevalent issues in the university context. In this era of dramatic societal changes and competition surrounding university teachers, teaching self-efficacy is the key to determining teacher well-being and job satisfaction (Zakariya, 2020;Bjorklund et al, 2021;Kong, 2021;Saks et al, 2021;, engagement (Al' Abri et al, 2022), and retaining with high quality and effectiveness (You, 2014;Madigan and Kim, 2021). The study findings provide evidence-based information regarding the current trends and underlying psychological reasons for university teachers' dissatisfaction, burnout, and turnover, which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions.…”

Section: Discussionmentioning

confidence: 99%

The Psychological Outcomes for Leadership and Employees in the Education Sector

2023

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Finding Satisfaction in Belonging: Preservice Teacher Subjective Well-Being and its Relationship to Belonging, Trust, and Self-Efficacy

Cited by 9 publications

References 136 publications

The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

The Power of School Conditions: Individual, Relational, and Organizational Influences on Educator Wellbeing

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

The Psychological Outcomes for Leadership and Employees in the Education Sector

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