Document Type : Research Paper
Authors
1 Associate Professor of English Language Teaching, Allameh Tabatabai University, Tehran, Iran.
2 Associate Professor of English Language Teaching, University of Kurdistan. Sanandaj, Iran.
3 PhD student, Department of English, Faculty of Literature, Alzahra University, Tehran, Iran.
Abstract
Given the theoretical and practical shift of orientation, mostly in mainstream education, towards acknowledging the teachers as the key elements of any pedagogical program, a growing research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in the world of classroom. As a result, teacher-related variables have enjoyed much popularity over the recent decades in both mainstream education and English Language Teaching (ELT). As an attempt to shed more light on teacher-related variables in EFL context, this study examined the role of collective teacher efficacy and self-efficacy as predictors of job satisfaction among Iranian EFL teachers. In so doing, a sample of 179 Iranian English as a Foreign Language (EFL) teachers were selected using convenience sampling to complete three surveys measuring these constructs. The findings revealed that collective teacher efficacy accounted for 16.8 % of the variance in job satisfaction, and teacher self-efficacy accounted for 24 % of the variance. Although each of them had a unique impact on teacher job satisfaction, teacher self-efficacy outweighs collective teacher efficacy as a predictor of teacher job satisfaction. Finally, the theoretical and pedagogical implications were discussed.
Keywords
زاهد، عادل؛ نامور، یوسف؛ نوبخت، شهرام (۱۳۸۸). » رابطه رضایت شغلی با خودکارآمدی معلمان راهنمایی شهرستان مشکین‌شهر «. مجله علوم تربیتی، سال دوم، شماره ۸، ص ۱۲۸-۱۰۷.
قلایی، بهروز؛ کدیور، پروین (۱۳۹۱). » ارزیابی مدل باورهای خودکارآمدی معلمان به‌عنوان تعیین‌کننده میزان رضایت شغلی آن‌ها و پیشرفت تحصیلی دانش‌آموزان«. نشریه پژوهش در برنامه‌ریزی درسی. سال نهم، دوره دوم، شماره ۵ (پیاپی 32).
مقصدی، فاطمه؛ قاسمی، زهرا (1400). «پیش‌بینی رضایت شغلی معلمان ابتدایی بر مبنای انگیزش پیشرفت و هوش معنوی». فصلنامه رویکردی نو در علوم تربیتی. دوره 3، شماره 4، ص 7۸-72.
Ali, B. J. & Anwar, G. (2021). An empirical study of employees’ motivation and its influence on job satisfaction. International Journal of Engineering, Business and Management, 5(2), 21-30.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519-539.
Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. New Jersey: Lawrence Erlbaum.
Caprara, G. V. Barbaranelli, C. Borgogni, L. & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95(4), 821-832.
Caprara, G. V. Barbaranelli, C. Borgogni, L. Petitta, L. & Rubinacci, A. (2003). Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitudes toward school. European Journal of Psychology of Education, 18(1), 15-31.
Carron, A. V. (1982). Cohesiveness in sport groups: Interpretations and considerations. Journal of Sport Psychology, 4(2), 123-138.
Coladarci, T. & Breton, W. (1997). Teacher efficacy, supervision, and the special education resource-room teacher. Journal of Educational Research, 90(4), 230-239.
Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323-337.
Csikzentmihalyi, M. & McCormack, J. (1986). The influence of teachers. Phi Delta Kappan, 67(2), 415-419.
Currall, S. C. Towler, A. J. Judge, T. & Kohn, L. (2005). Pay satisfaction and organizational outcomes. Personnel Psychology, 58(3), 613-640.
Dawis, R. V. & Lofquist, L. H. (1984). A Psychological Theory of Work Adjustment: An Individual-Differences Model and its Applicants. Minneapolis: University of Minnesota Press.
Evans, L. (1997). Understanding teacher morale and job satisfaction. Teaching and Teacher Education, 13(8), 831-845.
Fathi, J. & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143.
Fathi, J. & Saeedian, A. (2020). A structural model of teacher self-efficacy, resilience, and burnout among Iranian EFL teachers. Iranian Journal of English for Academic Purposes, 9(2), 14-28.
Fathi, J. Derakhshan, A. & Saharkhiz Arabani, A. (2020). Investigating a structural model of self-efficacy, collective efficacy, and psychological well-being among Iranian EFL teachers. Iranian Journal of Applied Language Studies, 12(1), 123-150.
Friedman, I. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal relations efficacy. Social Psychology of Education, 6(3), 191-215.
Ghasemzadeh, S. Nemati, M. & Fathi, J. (2019). Teacher self-efficacy and reflection as predictors of teacher burnout: An investigation of Iranian English language teachers. Issues in Language Teaching, 8(2), 25-50.
Goddard, R. D. & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teacher and Teacher Education, 17(7), 807-818.
Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology,93(3), 467-476.
Goddard, R. D. Hoy, W. K. & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
Hancock, C. B. & Scherff, L. (2010). Who will stay and who will leave? Predicting secondary English teacher attrition risk. Journal of Teacher Education, 61(4), 328-338.
Hu, L. T. & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Ingersoll, R. M. (1994). Organizational control in secondary schools. Harvard Educational Review, 64(2), 150-172.
Kalleberg, A. L. & Loscocco, K. A. (1983). Aging, values, and rewards: explaining age differences in job satisfaction. American Sociological Review, 48(1), 78-90.
Karacabey, M. F. Bellibaş, M. Ş. & Adams, D. (2020). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 1-20.
Kasalak, G. & Dagyar, M. (2020). The Relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the Teaching and Learning International Survey (TALIS). Educational Sciences: Theory and Practice, 20(3), 16-33.
Klassen, R. M. Bong, M. Usher, E. L. Chong, W. H. Huan, V. S. Wong, I. Y. F. et al. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67-76.
Kouzes, J. M. & Posner, B. Z. (2002). The leadership challenge (3rd ed.). San Francisco: Jossey-Bass.
Lim, S. & Eo, S. (2014). The mediating roles of collective teacher efficacy in the relations of teachers' perceptions of school organizational climate to their burnout. Teaching and Teacher Education, 44, 138-147.
Liu, P. (2021). Understanding the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools. International Journal of Leadership in Education, 1-14.
Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297e1349). Chicago, IL: Rand McNally.
Matzler, K. & Renzl, B. (2006). The relationship between interpersonal trust, employee satisfaction, and employee loyalty. Total Quality Management, 17(10), 1261-1271.
Mercer, D. & Evans, B. (1991). Professional Myopia: job satisfaction and the management of teachers. School Organization, 11(3), 291-301.
Moe, A. Pazzaglia, F. & Ronconi, L. (2010). When being able is not enough: The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26(5), 1145-1153.
Ninković, S. R. & Knežević Florić, O. Č. (2018). Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy. Educational Management Administration & Leadership, 46(1), 49-64.
Rinke, C. R. (2008). Understanding teachers’ careers: linking professional life to professional path. Educational Research Review, 3(1), 1-13.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3),611-625.
Skaalvik, E. M. & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
Skaalvik, E. M. & Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: Relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Creative Education, 10(7), 1400-1424.
Smith, P. Kendall, L. & Hulin, C. (1969). The measurement of satisfaction in work and retirement: A strategy for the study of attitude. Chicago: Rand McNally.
Taylor, D. L. & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of efficacy. Journal of Experimental Education, 63(3), 217-230.
Torres, D. G. (2019). Distributed leadership, professional collaboration, and teachers’ job satisfaction in US schools. Teaching and Teacher Education, 79, 111-123.
Trentham, L. Silvern, S. & Brogdon, R. (1985). Teacher efficacy and teacher competency ratings. Psychology in the Schools, 22(3), 343-352.
Tschannen-Moran, M. & Barr, M. (2004). Fostering student achievement: The relationship between collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189–209.
Tschannen-Moran, M. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
Tschannen-Moran, M. &Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive concept. Teaching and Teacher Education, 17(7), 783-805.
Tschannen-Moran, M. Woolfolk Hoy, A. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
Van der Ploeg, J. D. & Scholte, E. M. (2003). Handleiding voor leerkrachten in het basis- en voorgezet onderwijs [Manual for teachers in primary and secondary education]. Houten/Antwerpen: BohnStafleu Van Loghum.
Viel-Ruma, K. Houchins, D. Jolivette, K. & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3), 225-233.
Ware, H. & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303-310.
Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15(8), 861-879.
Woolfolk, A. E. & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.
Woolfolk, A. E. Rosoff, B. & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6(2), 137-148.
Wu, V. & Short, P. (1996). The relationship of empowerment to teacher job commitment and job satisfaction. Journal of Instructional Psychology, 23(1), 85-90.
Zee, M. & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015.
)