Teachers' self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction

Eithne Reilly, Katie Dhingra, Daniel Boduszek

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Purpose: The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers. Design/methodology/approach: Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression. Findings: Results indicated that the predictor variables accounted for 22 per cent of variance in teachers' job satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction. Practical implications: Perceived stress should be targeted in efforts to improve teachers' job satisfaction. Originality/value: The results make an additional contribution to the literature by providing important information on the factors contributing to teachers' job satisfaction in Ireland.

LanguageEnglish
Pages365-378
Number of pages14
JournalInternational Journal of Educational Management
Volume28
Issue number4
DOIs
Publication statusPublished - 2014

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job satisfaction
self-esteem
self-efficacy
determinants
teacher
primary school teacher
Teaching
Ireland
primary school
occupation
Self-efficacy
Job satisfaction
Job stress
Self-esteem
regression
gender
methodology
Values
education
experience

Cite this

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Teachers' self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. / Reilly, Eithne; Dhingra, Katie; Boduszek, Daniel.

In: International Journal of Educational Management, Vol. 28, No. 4, 2014, p. 365-378.

Research output: Contribution to journalArticle

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