Metrics

  • citations in SCIndeks: 0
  • citations in CrossRef:0
  • citations in Google Scholar:[]
  • visits in previous 30 days:30
  • full-text downloads in 30 days:17

Contents

article: 5 from 55  
Back back to result list
2020, vol. 19, iss. 3, pp. 165-179
Self-efficacy and job satisfaction of teachers in schools for students with disabilities
aUniversity of Belgrade, Faculty for Special Education and Rehabilitation
bInstitute for the Improvement of Education, Belgrade

emailmiroslav.pavlovic@zuov.gov.rs
Project:
Social participation of persons with intellectual disabilities (MESTD - 179017)

Abstract
Introduction. Self-efficacy significantly affects teaching outcomes and professional life of teachers. Although there are numerous research studies on self-efficacy and job satisfaction of teachers, studies that deal with teachers in special education are scarce. Objectives. The research had the following two goals: first, to determine the differences in self-efficacy and job satisfaction between teachers in secondary schools for students with disabilities and teachers in secondary vocational schools, and second, to examine the relationship between self-efficacy and job satisfaction in these two groups of teachers. Methods. The sample consisted of 96 teachers in schools for students with disabilities and 372 teachers in vocational schools. Ohio State Teacher Efficacy Scale, Short form (OSTES) and Teaching Satisfaction Scale (TSS) were used. Results. Teachers in schools for students with disabilities differed significantly in the level of self-efficacy and job satisfaction compared to teachers in vocational schools. In both groups of teachers, there was a significant positive relation between self-efficacy and job satisfaction. Conclusion. The results of this research suggest that teachers with a higher level of self-efficiency are generally more satisfied with their job. This finding may have significant implications for teacher professional development. The determined differences between the two groups of teachers justify the need for an in-depth study of the relation between self-efficiacy and job satisfaction.
References
Aldridge, J.M., Fraser, B.J. (2016) Teachers' views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307
Alford, A. (2018) Job satisfaction and self-efficacy score differences in general and special education teachers as measured by the job satisfaction survey and teachers' sense of efficacy scale. Liberty University, Doctoral disertation, https://digitalcommons.liberty.edu/doctoral/1770
Allinder, R.M. (1994) The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86-95
Aloe, A.M., Amo, L.C., Shanahan, M.E. (2014) Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126
Antoniou, A.S., Geralexis, I., Charitaki, G. (2017) Special educators' teaching self-efficacy determination: A quantitative approach. Psychology, 08(11), 1642-1656
Billingsley, B.S., Cross, L.H. (1992) Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators. Journal of Special Education, 25(4), 453-471
Brunsting, N.C., Sreckovic, M.A., Lane, K.L. (2014) Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681-711
Butt, G., Lance, A., Fielding, A., Gunter, H., Rayner, S., Thomas, H. (2005) Teacher job satisfaction: lessons from the TSW Pathfinder Project. School Leadership & Management, 25(5), 455-471
Çalik, T., Sezgin, F., Kavgacı, H., Kilinç, A.C. (2012) Examination of relationships between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy. Educational Sciences: Theory and Practice, 12(4), 2498-2504
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., Steca, P., Malone, P.S. (2006) Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473-490
Castro, A.J., Kelly, J., Shih, M. (2010) Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629
Chao, C.N.G., Sze, W., Chow, E., Forlin, C., Ho, F.C. (2017) Improving teachers' self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education, 66, 360-369
Chesnut, S.R., Burley, H. (2015) Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational Research Review, 15, 1-16
Choi, J., Lee, J.H., Kim, B. (2019) How does learner-centered education affect teacher self-efficacy?: The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45-57
Chong, W.H., Ong, M.Y. (2016) The mediating role of collective teacher efficacy beliefs in the relationship between school climate and teacher self-efficacy across mainstream and special needs schools. in: Garvis S., Pendergast D. [ed.] Asia-Pacific Perspectives on Teacher Self-Efficacy, Brill: Sense Publishers, 19-35
Crossman, A., Harris, P. (2006) Job satisfaction of secondary school teachers. Educational Management Administration & Leadership, 34(1), 29-46
Darcy, P., Kusznikow, T., Lester, D. (1995) Job satisfaction of special education teachers. Psychological Reports, 77(1), 186-186
Gilbert, R.B., Adesope, O.O., Schroeder, N.L. (2014) Efficacy beliefs, job satisfaction, stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic. Educational Psychology, 34(7), 876-899
Guo, Y., Dynia, J.M., Pelatti, C.Y., Justice, L.M. (2014) Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment. Teaching and Teacher Education, 39, 12-21
Ho, C.L., Au, W.T. (2006) Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66(1), 172-185
Holzberger, D., Philipp, A., Kunter, M. (2013) How teachers' self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786
Kalkan, F. (2020) The relationship between teachers' self-efficacy beliefs and job satisfaction levels: A meta-analysis study. Education and Science, Advance online publication
Kasalak, G., Dağyar, 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 & Practice, 20(3), 16-33
Kim, K.R., Seo, E.H. (2018) The relationship between teacher efficacy and students' academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(4), 529-540
Klassen, R.M., Chiu, M.M. (2010) Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756
Klassen, R.M., Tze, V.M.C. (2014) Teachers' self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76
Leyser, Y. (2002) Choices of instructional practices and efficacy beliefs of Israeli general and special educators: A cross-cultural research initiative. Teacher Education and Special Education, 25(2), 154-167
Livers, S.D., Zelkowski, J., Harbour, K.E., McDaniel, S.C., Gleason, J. (2020) An examination of the relationships of mathematics self-efficacy and teaching practices among elementary, secondary, and special education educators. Investigations in Mathematics Learning, 12(2), 96-109
Love, A.M.A., Findley, J.A., Ruble, L.A., Mcgrew, J.H. (2020) Teacher selfefficacy for teaching students with autism spectrum disorder: Associations with stress, teacher engagement, and student IEP outcomes following COMPASS consultation. Focus on Autism and Other Developmental Disabilities, 35(1), 47-54
Malinen, O.P., Savolainen, H. (2016) The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144-152
Martin, N.K., Sass, D.A., Schmitt, T.A. (2012) Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave. Teaching and Teacher Education, 28(4), 546-559
Menon, M., Papanastasiou, E., Zembylas, M. (2008) Examining the relationship of job satisfaction to teacher and organisational variables: Evidence from Cyprus. International Studies in Educational Administration, 36(3), 75-86
Minghui, L., Lei, H., Xiaomeng, C., Potměšilc, M. (2018) Teacher Efficacy, work engagement, and social support among Chinese special education school teachers. Frontiers in Psychology, 9, Article 9
Minke, K.M., Bear, G.G., Deemer, S.A., Griffin, S.M. (1996) Teachers' experiences with inclusive classrooms: implications for special education reform. Journal of Special Education, 30(2), 152-186
Moè, 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
Morgan, M., O'Leary, M. (2004) A study of factors associated with the job satisfaction of beginning teachers. Irish Journal of Education, 35, 73-86
Mottet, T.P., Beebe, S.A., Raffeld, P.C., Medlock, A.L. (2004) The effects of student verbal and nonverbal responsiveness on teacher self-efficacy and job satisfaction. Communication Education, 53(2), 150-163
Nojani, M.I., Arjmandnia, A.A., Afrooz, G.A., Rajabi, M. (2012) The study on relationship between organizational justice and job satisfaction in teachers working in general, special and gifted education systems. Procedia - Social and Behavioral Sciences, 46, 2900-2905
Opdenakker, M.C., van Damme, J. (2006) Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1-21
Raveendran, R.B., Manikandan, K. (2012) Self efficacy and job stress among teachers: A meta-analysis. International Journal of Physical and Social Sciences, 2(10), 241-257
Ruble, L.A., Usher, E.L., McGrew, J.H. (2011) Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 67-74
Sarıçam, H., Sakız, H. (2014) Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437
Schwab, S., Holzinger, A., Krammer, M., Gebhardt, M., Hessels, M.G. (2015) Teaching practices and beliefs about inclusion of general and special needs teachers in Austria. Learning Disabilities: A Contemporary Journal, 13(2), 237-254
Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C.C., Luszczynska, A. (2016) Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367-386
Skaalvik, E.M., Skaalvik, S.M. (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.M. (2014) Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77
Stempien, L.R., Loeb, R.C. (2002) Differences in job satisfaction between general education and special education teachers. Remedial and Special Education, 23(5), 258-267
Stipek, D. (2012) Context matters: Effects of student characteristics and perceived administrative and parental support on teacher self-efficacy. Elementary School Journal, 112(4), 590-606
Toropova, A., Myrberg, E., Johansson, S. (2020) Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, 1-27
Tschannen-Moran, M., Hoy, A.W. (2001) Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805
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
Tsouloupas, C.N., Carson, R.L., Matthews, R.A. (2014) Personal and school cultural factors associated with the perceptions of teachers' efficacy in handling student misbehavior. Psychology in the Schools, 51(2), 164-180
Türkoğlu, M.E., Cansoy, R., Parlar, H. (2017) Examining relationship between teachers' self-efficacy and job satisfaction. Universal Journal of Educational Research, 5(5), 765-772
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
Virtanen, T.E., Vaaland, G.S., Ertesvåg, S.K. (2019) Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school. Teaching and Teacher Education, 77, 240-252
von der Embse, N.P., Sandilos, L.E., Pendergast, L., Mankin, A. (2016) Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50, 308-317
Wang, H., Hall, N.C., Rahimi, S. (2015) Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130
Zee, M., Koomen, H.M.Y. (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
 

About

article language: Serbian
document type: Original Scientific Paper
DOI: 10.5937/specedreh19-28267
received: 04/09/2020
accepted: 03/10/2020
published in SCIndeks: 25/12/2020
peer review method: double-blind
Creative Commons License 4.0