Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

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  • Author(s): Klassen, Robert M.; Chiu, Ming Ming
  • Language:
    English
  • Source:
    Journal of Educational Psychology. Aug 2010 102(3):741-756.
  • Publication Date:
    2010
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org/publications
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Elementary Education
      Elementary Secondary Education
      Secondary Education
    • Subject Terms:
      Educational Strategies; Classroom Techniques; Student Behavior; Teacher Characteristics; Job Satisfaction; Self Efficacy; Factor Analysis; Gender Differences; Teaching Experience; Teaching Conditions; Stress Variables; Teaching Methods; Student Participation; Correlation; Elementary School Teachers; Secondary School Teachers; Foreign Countries
    • Subject Terms:
      Canada
    • Accession Number:
      10.1037/a0019237
    • ISSN:
      0022-0663
    • 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. (Contains 11 tables and 3 figures.)
    • Abstract:
      As Provided
    • Number of References:
      56
    • Publication Date:
      2010
    • Accession Number:
      EJ892643