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 journalArticle

500 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

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Job Satisfaction
Self Efficacy
job satisfaction
self-efficacy
classroom
gender
teacher
experience
Workload
workload
management
Students
Teaching
Accidental Falls
career
female teacher
student
Structural Models
structural model
kindergarten

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