Second career teachers: Job satisfaction, job stress, and the role of self-efficacy

Troesch, Larissa Maria; Bauer, Catherine Eve

doi:10.1016/j.tate.2017.07.006

Cited by 128 publications

(94 citation statements)

References 35 publications

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“…In accordance with these definitions, we conceptualize teacher job satisfaction as teachers' affective reactions to their work or to their teaching role (see Skaalvik & Skaalvik, 2010a;Zembylas & Papanastasiou, 2004). Affective reactions, according to Locke, we must see it from a positive perspective, satisfaction with work, or evaluation of his work, but also as a reaction to not evaluating his work, or the dissatisfaction that he or she may have with his or her own contribution or achieved results, but also with working conditions, workload, and the 'job stress' (Troesch & Bauer, 2017).…”

Section: Turkish Studies Volume 14 Issue 4 2019mentioning

confidence: 99%

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Relation Between Teachers' Job Satisfaction and Their Motivation for Professional Development

MEHMETİ¹

2019

TurkishStudies

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The purpose of the research was to deepen the understanding of whether satisfaction with the work that teachers do motivates them to participate in different forms of professional development. Important factors were identified in this context that encourages teachers to participate in professional development. According to selfdetermination theory, SDT (Deci & Ryan, 2000) are two motivational factors that drive an individual to be involved in actions, such as career development. Job satisfaction is an important motivating factor, where in the case of teaching the motivating factor, internal or external, appears to be mixed. Therefore it cannot be ascertained whether satisfaction is the most important motivational factor that influences teacher participation in forms of professional development. If students 'success as a result of quality teaching is considered as a form of teachers' satisfaction with their work then it emerges as an important factor in terms of gender (r= .24).This we have tried to do through quantitative research with a sample of teachers. The degree of job satisfaction and the increased demand / need for participation in various forms of continuous professional development assume that they are not reciprocally linked. Research is quantitative. The data was collected by the questionnaire. The sample consists of 170 teachers belonging to genders, low secondary school, rural and urban school. STRUCTURED ABSTRACTThe purpose of the research was to deepen the understanding of whether satisfaction with the work that teachers do motivates them to participate in different forms of professional development. Important olmasıdır. Araştırma sonucunda elde edilen veriler anket çerçevesinde elde edilmiştir. Örneklem; 170 öğretmenden oluşmaktadır. Bu 170 öğretmenin belirlenmesinde çeşitli faktörler (cinsiyet, branş / kademe, yaşanılan yer / kırsal ve kentsel) dikkate alınmıştır.

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Section: Turkish Studies Volume 14 Issue 4 2019mentioning

confidence: 99%

“…The sample consists of 170 teachers belonging to genders, low secondary school, rural and urban school. Troesch & Bauer (2017) addressed the issue of job satisfaction but did not address it in terms of motivational factors. Such a link between job satisfaction and professional development has not been sufficiently explored.…”

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confidence: 99%

Relation Between Teachers' Job Satisfaction and Their Motivation for Professional Development

MEHMETİ¹

2019

TurkishStudies

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“…Other studies have found that which suggests that self efficacy will increase the desire to move. Based on previous studies, the first hypothesis that will be proposed in this study are as follows: H1: Self efficacy has a significant effect on the loyalty De Simone, Planta, & Cicotto (2018), Perera, Granziera, & Mcllveen (2018), Troesch & Bauer (2017), Malinen & Savolainen (2016) revealed that self efficacy is influenced by job satisfaction. Job satisfaction can be defined as emotional feelings (likes or dislikes) that result from experience doing work.…”

Section: Introductionmentioning

confidence: 98%

The Effect of Self-Efficacy on Loyalty with Job Satisfaction as a Mediating Variable: Study at Universitas Negeri Padang

Rozi¹,

Syahrizal²,

Patrisia³

et al. 2019

Proceedings of the 2nd Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2018)

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This study aims to see the effect of self efficacy on lecturer loyalty with job satisfaction as mediating at Universitas Negeri Padang. This study used a sample of 30 lecturers at Universitas Negeri Padang. The research instrument used a questionnaire distributed to Universitas Negeri Padang lecturers as respondents. Analysis method using Partial Least Square (PLS). The results of this study indicate (1) self efficacy has no significant effect on loyalty, (2) self efficacy has a significant effect on job satisfaction and (3) job satisfaction is a mediating on the effect of self efficacy on loyalty.

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“…Job stress is one of the factors that is a problem for many organizations and their employees. Not so long ago, nervousness was considered to be a human disease, whereas today, behavioral science experts believe that nervousness is not a disease, but an inevitable fact that a degree of which is useful for pursuing organizational goals and also personal and group objectives and people's efforts should be directed at controlling, directing, and properly using such pressures, not at resisting them [4,6]. Experts define job stress and factors causing job stress differently.…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, Troesch and Bauer [6] believe that self-efficacy has a greater impact on job stress, and Howard [8] associates positive self-assessment with positive psychological capital. Also, Jancenelle et al [13] believe that in the economic environment, psychological capital and market approach have a major impact on the economic conditions and performance of lending companies and the behavior of borrowers.…”

Section: Introductionmentioning

confidence: 99%

Effects of neuro-linguistic programming course on job stress, positive organizational behavior and job motivation in physical education teachers

Anjomshoa

Devin

Esmailzadeh

et al. 2020

ppcs

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Purpose: The purpose of this study was to investigate the effects of a neuro-linguistic programming course on job stress, positive organizational behavior and job motivation among physical education teachers of Khorasan Razavi province of Iran. Material: The statistical population of the study consisted 150 physical education teachers of Khorasan Razavi province. 40 physical education teachers were selected as statistical sample. At first, the questionnaires of job stress of Steinmetz (2002), Luthans Psychological Capital questionnaire (2007) and Hackman job motivation questionnaire (1976) were administered to the subjects and then the subjects received the presented protocol. At the end of the course questionnaires were re-presented. Data were analyzed using repeated measures ANOVA and Bonferroni post hoc test at 5% error level. Results: The results showed that neuro-linguistic programming had a significant increase in job motivation and positive organizational behavior and a significant decrease in teachers' job stress (P<0.001). There was no significant change in job motivation, positive organizational behavior and job stress in the control group (P <0.05). Conclusions: According to the findings, it can be concluded that to increase the job motivation, these course can be used and affect the motivation and job stress of the employees.

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Second career teachers: Job satisfaction, job stress, and the role of self-efficacy

Cited by 128 publications

References 35 publications

Relation Between Teachers' Job Satisfaction and Their Motivation for Professional Development

Relation Between Teachers' Job Satisfaction and Their Motivation for Professional Development

The Effect of Self-Efficacy on Loyalty with Job Satisfaction as a Mediating Variable: Study at Universitas Negeri Padang

Effects of neuro-linguistic programming course on job stress, positive organizational behavior and job motivation in physical education teachers

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