The impact of school climate on teacher enthusiasm: The mediating effect of collective efficacy and teacher self-efficacy

Masoumeh KOUHSARI, Xianhan Yvonne HUANG, Chan WANG

Research output: Contribution to journalArticlespeer-review

Abstract

This study investigated the critical roles of school climate and efficacy (collective teacher efficacy and teacher self-efficacy) in teachers’ enthusiasm throughout their teaching careers. Based on multigroup structural equation modelling and mediation analysis of a sample of 4594 primary school teachers in China, this study found that school climate significantly affected teachers’ enthusiasm. Furthermore, collective teacher efficacy had a stronger mediating effect than teacher self-efficacy on the relationship between aspects of school climate and teachers’ enthusiasm. Among the four aspects of school climate, teachers’ perception of student relations had the strongest influence on novice, mid-and late-career teachers’ enthusiasm. Moreover, the practical implications of the findings for improving teachers’ enthusiasm at different stages of their careers are discussed. Copyright © 2023 University of Cambridge, Faculty of Education. 

Original languageEnglish
Pages (from-to)143-163
JournalCambridge Journal of Education
Volume54
Issue number2
Early online dateSept 2023
DOIs
Publication statusPublished - 2024

Citation

Kouhsari, M., Huang, X., & Wang, C. (2024). The impact of school climate on teacher enthusiasm: The mediating effect of collective efficacy and teacher self-efficacy. Cambridge Journal of Education, 54(2), 143-163. https://doi.org/10.1080/0305764X.2023.2255565

Keywords

  • School climate
  • Collective efficacy
  • Self-efficacy
  • Enthusiasm

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