Self-Efficacy and Job Satisfaction of Primary School Teachers
DOI:
https://doi.org/10.54097/e70n5z58Keywords:
Job Satisfaction, Teacher Self-Efficacy, Primary School Teachers, ChinaAbstract
This study presents an in-depth investigation into the predictors of job satisfaction among primary school teachers in China. The study is grounded in the theoretical framework of self-efficacy and job satisfaction theories, providing a comprehensive understanding of the factors influencing job satisfaction in the unique socio-cultural context of China. The research employs a descriptive-comparative correlational research design, utilizing a comprehensive questionnaire survey to collect data from a representative sample of primary school teachers in Wuhan, China. The questionnaire covers demographic information, self-efficacy in student engagement, instructional strategies, classroom management, and job satisfaction levels. Based on these findings, the study concludes that enhancing teacher self-efficacy, providing a supportive work environment, and improving classroom management practices are key to improving job satisfaction among primary school teachers in China.
Downloads
References
Baecher, L. (2012). Pathways to teacher leadership among English-as-a-second-language teachers: Professional development by and for emerging teacher leaders. Professional development in education, 38(2), 317-330.
Cao, Y. (2021). Research on the relationship between principals’ ethical leadership and teachers’ job satisfaction. Qufu Normal University.
Chao, J., & Xuhong, L. (Eds.). (2022). Research on existing problems and countermeasures in primary school teachers’ classroom management. Proceedings of the Third National Education and Teaching Symposium (pp.238-241).
Chen, R. (2020). Research on the development status and improvement strategies of primary and secondary school teachers’ classroom management capabilities based on the application of artificial intelligence teaching. Southwest University.
Chen, S. (2017). Research on the Current Situation and Countermeasures of Primary School Teacher Leadership. Shenzhen University.
Cherniss, C. (1980). Staff Burnout: Job stress in the human service. Sage, 56-74.
Clark, K. G. (1976). Nursing care supplement series 3.8.Anaemia. Journal Name, 143(23), i.
Darlene Garcí a Torres. (2017) Distributed leadership, professional collaboration, and teachers ' job satisfaction in US schools. Teaching and Teacher Education, 79: 111-123.
Deng, L. (2017). Research on management strategies of primary school teachers in coping with classroom problem behaviors. Sichuan Normal University.
Dong, Y. (2020). Master's degree thesis on primary school teachers' occupational stress, job satisfaction, burnout and their interrelationships. Qingdao University.
Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159-165.
Hunzicker J. (2012). Professional development and job-embedded collaboration: How teachers learn to exercise leadership. Professional development in education, 38(2), 267-289.
Jennife, Nias. (2021) Primary Teachers Talking - A Study of Teaching As Work. Routledge.
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.
Lunenberg, Ornstei. (2016) Educational Management: Concepts and Practice (Fifth Edition) [M]. Translated by Zhu Zhiyong, Zheng Lei. Beijing: China Light Industry Press.
Maslach, C., & Jackson, S. E. (1981). The measurement of Experienced Burnout. Journal of Occupation Behavior.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
