ISSN: 2222-6990
Open access
Teachers' self-efficacy and teachers' job satisfaction are important factors to stimulate teachers' work motivation, and also decisive factors to improve the quality of university education. This paper aims to investigate the general situation of university Teachers' self-efficacy and teachers' job satisfaction, and further explore the relationship between College Teachers' self-efficacy and teachers' job satisfaction. This paper adopts quantitative research method, using teacher job satisfaction questionnaire (JSQ) and teacher efficacy questionnaire(TSQ). Using SPSS to analyze the data, the reliability values obtained by retest technique were 0.78 and 0.73 respectively. Data collected were analyzed using inferential statistics, T-test and analysis of variance were used to test these three hypotheses. These assumptions have a significance level of 0.05. The research shows that there are significant differences in teachers' self-efficacy in professional title, educational background and subjects, and there are also significant differences in Teachers' job satisfaction in professional title, educational background and subjects. The data show that there is a significant positive relationship between job satisfaction and self-efficacy of university teachers. The study further shows that high self-efficacy of university teachers will have higher job satisfaction. The conclusion of the study shows that university should strengthen the humanistic care of teachers, so that teachers can have a better development platform, generate high teacher self-efficacy, and then improve the job satisfaction of university teachers, thus improving the quality of university education.
Agba, A. M., Ogaboh, F. N., & Ushie, E. M. (2010). Career Development and Employee Commitment in Industrial Organisations in Calabar, Nigeria retrieved August 25, 2011, from http://scihub.org/AJSIR/PDF/2010/2/AJSIR1-2-105-114.pdf
Ahmed, K. A., Sharif, N., & Ahmad, N. (2017). Factors Influencing Students’ Career Choices: Empirical Evidence from Business Students, Journal of Southeast Asian Research, 2017, 1-15.
Ankudinov, A., Lebedev, O., & Sachenkov, A. (2015). Empirical Analysis of Job Satisfaction Determinants in Russia, Asian Social Science, 11(4), 117-125.
Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148–165.
Ashton, P. T., Webb, R. B., & Doda, N. (1983). A study of teachers’ sense of efficacy (Final Report, National Institute of Education Contract No. 400-79-0075). Gainesville, FL: University of Florida.(ERIC Document Reproduction Service No. ED 231 834).
Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28–32.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Bagozzi, R. P., & Yi, Y. (1988). On the Evaluation of Structural Equation Models. Journal of the Academy of Marketing Science, 16, 74-94.
Blau, D. M. (1999). The effect of income on child development. Review of Economics and Statistics, 81(2), 261-276.
Bliss, J., & Finneran, R. (1991). Effects of school climate and teacher efficacy on teacher stress. In annual meeting of the American Educational Research Association, Chicago.
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832.
Dellinger, A. B. (2005). Validity and the review of literature. Research in the Schools, 12(2), 41–54.
Gibson S., & Dembo, M. H. (1984) Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4):569-582.
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, 376e407.
Lambrou, P., Kontodimopoulos, N., & Niakas, D. (2010). Motivation and job satisfaction among medical and nursing staff in a Cyprus public general hospital. Human resources for health, 8(1), 1-9.
Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247–258.
Hoppock, R. (1935). Job Satisfaction. New York: Harper and Row Inc.
Skaalvik, E. M., & Skaalvik, S. (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. doi:10.1037/0022-0663.99.3.611
Skaalvik, E. M., & Skaalvik, S. (2011). “Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion.” Teaching and Teacher Education. 27 (6): 1029–1038.
Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the job satisfaction survey. American Journal of Community Psychology, 13(6),693. http://link.springer.com.unr.idm.oclc.org/article/10.1007/BF00929796
Spector, P. E. (1994). Job satisfaction survey.
Stride, C., Wall, T. D., & Catley, N. (2007). Measures of job satisfaction, organisational commitment, mental health and job related well-being: a benchmarking manual. John Wiley & Sons.
Tschannen-Moran, M., Woolfolk, H. A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
Tschannen-Moran, M., & Woolfolk, H. A. (2001). Teacher efficacy: Capturing an elusive construct.Teaching and Teacher Education, 17, 783–805.
Tschannen-Moran, M., & Woolfolk, H. A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
Troesch, L. M., & Bauer, C. E. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389e398. https://doi.org/10.1016/j.tate.2017.07.006.
Tschannen-Moran, M., Woolfolk, H. A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148.
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, 120e130. https://doi.org/10.1016/j.tate.2014.12.005.
Yu, G., Xin, T., & Shen, J. (1995). Teacher's sense of teaching efficacy: its structure and influencing factors. Acta Psychologica Sinica, 27(02), 159.
In-Text Citation: (Jin & Hassan, 2022)
To Cite this Article: Jin, Y., & Hassan, N. C. (2022). Examining the Effects of University Teacher Self-efficacy on Job Satisfaction Facing OMO Teaching during Post Covid-19 Pandemic. International Journal of Academic Research in Business and Social Sciences, 12(8), 1893 – 1907.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode