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Teachers' Self-efficacy Beliefs, Self-esteem, and Job Stress as Determinants of Job Satisfaction

Reilly, Eithne, Dhingra, Katie and Boduszek, Daniel (2014) Teachers' Self-efficacy Beliefs, Self-esteem, and Job Stress as Determinants of Job Satisfaction. International Journal of Educational Management, 28 (4). pp. 365-378. ISSN 0951-354X

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Abstract

Purpose - The main aim of this research was to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers.
Design/methodology/approach – Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression.
Findings – Results indicated that the predictor variables accounted for 22% of variance in teachers’ job satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction.
Practical implications – Perceived stress should be targeted in efforts to improve teachers’ job satisfaction.
Originality/value – The results make an additional contribution to the literature by providing important information on the factors contributing to teachers’ job satisfaction in Ireland.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Schools: School of Human and Health Sciences > Centre for Applied Psychological Research
The Business School
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Depositing User: Daniel Boduszek
Date Deposited: 24 Oct 2013 14:07
Last Modified: 30 Nov 2016 17:06
URI: http://eprints.hud.ac.uk/id/eprint/18985

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