Investigating Teachers' Job Satisfaction, Stress and Working Environment: The Roles of Self-Efficacy and School Leadership

Autor/inn/en	Jentsch, Armin; Hoferichter, Frances; Blömeke, Sigrid; König, Johannes; Kaiser, Gabriele
Titel	Investigating Teachers' Job Satisfaction, Stress and Working Environment: The Roles of Self-Efficacy and School Leadership
Quelle	In: Psychology in the Schools, 60 (2023) 3, S.679-690 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jentsch, Armin) ORCID (König, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22788
Schlagwörter	Job Satisfaction; Stress Variables; Work Environment; Teacher Attitudes; Teaching Conditions; Self Efficacy; School Administration; Mathematics Teachers; Secondary School Teachers; Foreign Countries; Correlation; Professional Autonomy; Feedback (Response); Social Support Groups; Instructional Leadership; Germany + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Arbeitsmilieu; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Self-efficacy; Selbstwirksamkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Korrelation; Berufsfreiheit; Social support; Soziale Unterstützung; Instruction; Leadership; Bildung; Erziehung; Führung; Deutschland
Abstract	This study investigates the relations between working environment and teachers' job satisfaction, perceived work-related stress, as well as work-related self-efficacy. The sample consisted of 226 mathematics teachers from German secondary schools. About 55% were female and they had been teaching for 13 years on average. We used self-reported measures to assess how teachers perceived their working environment (regarding autonomy, feedback, and social support by colleagues), administrative leadership and teachers' work-related self-efficacy, as well as job satisfaction and work-related stress. Structural equation modeling demonstrates that teachers' job satisfaction and stress were significantly associated with self-efficacy (moderate to large effects) and an administrative leadership at the corresponding schools (small to moderate effects). The effect of social support on teachers' job satisfaction and stress was fully mediated by teachers' self-efficacy. Our findings underscore the importance of self-efficacy and a positive working environment for teachers' job satisfaction and stress. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01