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Investigating teachers' job satisfaction, stress and working environment : The roles of self-efficacy and school leadership
Jentsch, Armin Hoferichter, Frances Blömeke, Sigrid König, Johannes Kaiser, Gabriele
Jentsch, Armin
Hoferichter, Frances
Blömeke, Sigrid
König, Johannes
Kaiser, Gabriele
Abstract
This study investigates the relations between working environment and teachers' job satisfaction, perceived work-related stress, as well as work-related self-efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self-reported measures to assess how teachers perceived their working environment (regarding autonomy, feedback, and social support by colleagues), administrative leadership and teachers' work-related self-efficacy, as well as job satisfaction and work-related stress. Structural equation modeling demonstrates that teachers' job satisfaction and stress were significantly associated with self-efficacy (moderate to large effects) and an administrative leadership at the corresponding schools (small to moderate effects). The effect of social support on teachers' job satisfaction and stress was fully mediated by teachers' self-efficacy. Our findings underscore the importance of self-efficacy and a positive working environment for teachers' job satisfaction and stress.
Keywords
job satisfaction, perceived stress, self‐efficacy, structural equation modeling, working environment
Date
2023
Type
Journal article
Journal
Psychology in the Schools
Book
Volume
60
Issue
3
Page Range
679-690
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open