Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 56-70
Shafia Abdul Rahman
pp. 56 - 70 | Manu. Number: MANU-1811-14-0005
Published online: December 23, 2018 | Number of Views: 295 | Number of Download: 442
Teacher self-efficacy was examined as determinants of their job satisfaction and job stress. In the present study, 115 female teachers from all school cycles in the United Arab Emirates schools were administered an online questionnaire to assess their self-efficacy, job satisfaction, and job stress. The sample contains 79 teachers from Abu Dhabi, 33 teachers from Sharjah and 3 teachers from other emirates. The targeted teachers are the teachers from Abu Dhabi and Sharjah since one of the goals is to investigate if there is a difference between these two emirates’ teachers in their satisfaction, self-efficacy and job stress. Mean, standard deviation, t-test and Pearson correlation were used in the analysis. Findings show that there is no significant difference in the means of self-efficacy, job stress, and satisfaction scales and in the relationship among the three variables, even though the two groups of teachers were functioning under two different organizations.
Keywords: Teacher self-efficacy, job satisfaction, job stress, United Arab Emirates
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Abel, M, H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. The Journal of Educational Research, 92, 287-293.
Al Nuaimi, S., Chowdhury, H., Eleftheriou, K., & Katsioloudes, M. I. (2015). Participative decision-making and job satisfaction for teachers in the UAE. International Journal of Educational Management, 29(5), 645-665.
Alemi, B. (2013). Job Satisfaction among Afghan Teacher Educators: A study of Job Satisfaction in four Teacher Training Colleges in northern Afghanistan. (Dissertation). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31971
Allinder, R. M. (1994). The relationship between the efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J., Jr. (1995). A structural model of the dimensions of teacher stress. British Journal of the Educational Psychology, 95, 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.
Chwalisz, K., Altmaier, E. M., & Russell, D. W. (1992). Casual attributions, self-efficacy cognitions, and copying with stress. Journal of Social and Clinical Psychology, 11, 377-400.
Cockburn, A. D., & Haydn, T. (2004). Recruiting and retaining teachers: Understanding why teachers teach. London, England: RoutledgeFalmer.
Drake, C. (2002). Experience counts: Career stage and teachers’ responses to mathematics education reform. Educational Policy, 16, 311-337.
Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: a study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227-243.
Friedman, I. A., & Farber, B. A. (2010) Professional Self-Concept as a Predictor of Teacher Burnout. The Journal of Educational Research, 86(1), 28-35.
Fuchs, L. S., Fuchs, D., & Bishop, N. (1992). Instructional adaptation for students at risk. Journal of Educational Research, 86, 70-84.
Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13, 451-458.
Gkolia, A., Belias, D., & Koustelios, A. (2014). Teacher’s Job Satisfaction and Self efficacy: A Review. European Scientific Journal, 10(22), 321-342.
Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first-year, fifth-year, and former teachers on efficacy, ego-development, and problem-solving. Psychology in the Schools, 19, 558-562.
Greenglass, E. R., & Burke, R. J. (2003). Teacher stress. In M. F. Dollard, A. H. Winefield, & H. R. Winefield (Eds.). Occupational stress in the service professions (pp. 213-236). New York, NY: Taylor and Francis.
Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: a study of construct dimensions. American Educational Research Journal, 4, 63-69.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63-69.
Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583-593.
Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40, 581-617.
Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376-407.
Kirsch, I. (1986). Early research on self-efficacy: What we already know without knowing we knew. Journal of Social and Clinical Psychology, 4(3), 339-358.
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.
Kokkinos, C. M. (2007). Job stressors, personality, and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27-35.
Lam, Y. L. (2006). Teacher stress encountered by Hong Kong secondary and primary school teachers: Similarity and Disparity. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3759867
Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analysis of the Teachers Follow-Up Survey in the United States for 2000-2002. Teaching and Teacher Education, 24, 1173-1184.
Muijs, D., & Renold, D. (2002). Teachers’ beliefs and behaviours: What really matters? Journal of Classroom Interaction, 37, 3-15.
Pajares, F. (1997). Current directions in self-efficacy research. In H. W. Marsh, R. G. Craven, & D. M. Mclnerney (Eds.). International advances in self-research (pp. 1-49). Greenwich, Connecticut: Information Age Publishing.
Rose, J. S., & Medway, F. J. (1981). Measurement of teachers’ beliefs in their control over student outcome. Journal of Educational Research, 74, 185-190.
Schuler, R. S. (1980). Definition and conceptualization of stress in organizations. Organizational behaviour and human performance, 25(2), 184-215.
Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. In F. Pajares, & T. Urdan (Eds.). Self-efficacy beliefs of adolescence (pp. 71-96). Greenwich, Connecticut: Information Age Publishing.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teachers’ self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611-625.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession - what do teachers say? International Education Studies, 8(3), 181-192.
Soodak, L. C., & Podell, D. M. (1996). Teacher efficacy: toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12, 401-411.
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping. An International Journal, 21, 37-53.
Trentham, L., Silvern, S., & Brogdon, R. (1985). Teacher efficacy and teacher competency ratings. Psychology in the Schools, 22, 343-352.
Tschannen-Moran M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
Weiss, D. J., Dawis, R. V., England, G. W., & Lofquist, L. H. (1967). Manual for the Minnesota Satisfaction Questionnaire. Minneapolis: University of Minnesota, Industrial Relations Center.
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193.
December 2018All Articles