Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress

Robert M. KLASSENA , Ming Ming CHIU

Research output: Contribution to journalArticlespeer-review

621 Citations (Scopus)

Abstract

The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model. Teachers' years of experience showed nonlinear relationships with all three self-efficacy factors, increasing from early career to mid-career and then falling afterwards. Female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy. Teachers with greater workload stress had greater classroom management self-efficacy, whereas teachers with greater classroom stress had lower self-efficacy and lower job satisfaction. Those teaching young children (in elementary grades and kindergarten) had higher levels of self-efficacy for classroom management and student engagement. Lastly, teachers with greater classroom management self-efficacy or greater instructional strategies self-efficacy had greater job satisfaction. Copyright © 2010 American Psychological Association.
Original languageEnglish
Pages (from-to)741-756
JournalJournal of Educational Psychology
Volume102
Issue number3
DOIs
Publication statusPublished - Aug 2010

Citation

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.

Keywords

  • Job satisfaction
  • Motivation
  • Self-efficacy
  • Teachers

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