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 language | English |
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Pages (from-to) | 143-163 |
Journal | Cambridge Journal of Education |
Volume | 54 |
Issue number | 2 |
Early online date | Sept 2023 |
DOIs | |
Publication status | Published - 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.2023.2255565Keywords
- School climate
- Collective efficacy
- Self-efficacy
- Enthusiasm