scholarly journals Building the best : a quantitative evaluation of a state-level teacher retention strategy designed to increase self-efficacy, reflective capacity, and job satisfaction through effective professional development

2020 ◽  
Author(s):  
◽  
Tracy L. Gross
Keyword(s):  
Job Satisfaction ◽  
Teacher Retention ◽  
Reflective Practice ◽  
Self Efficacy ◽  
Protective Factor ◽  
State Level ◽  
The Body ◽  
Reflective Capacity ◽  
Teacher Self Efficacy ◽  
Support Teacher

"There are not enough teachers (Ingersoll, 2001; Ingersoll and Smith, 2003; Sutcher, et al., 2016). Focusing on retention is crucial to combatting shortages (Darling-Hammond, 2003); it is critical to specifically target retention of the very best teachers, who leave the profession at a greater rate and impact student learning the most (Jacob et al., 2012). Supporting teacher growth is a strategy to increase retention by providing career development, which improves working conditions, ultimately leading to increases in job satisfaction for teachers. Teacher self-efficacy and reflective practice are both related to teacher retention (Yost, 2006). Teacher self-efficacy is known to be a protective factor against burnout (Aloe et al., 2014; Brown, 2012; Brouwers et al., 2001; Cherniss, 1993; Schwerdtfeger, et al., 2008; Skaalvik and Skaalvik, 2007; Skaalvik and Skaalvik, 2010; Tschannen-Moran, et al., 1998) and is positively related to teacher retention (Kelley, 2004; Yost, 2006). Engaging in reflection with reflective supervision is correlated with desire for improvement and job satisfaction (Priddis and Rogers, 2018), both of which are connected to teacher retention. Missouri Teacher Academy is a state-level initiative designed to support teacher retention. The program content focuses on instructional strategies and student engagement, which are aligned to two of the dimensions measured by the TSES (Tschannen-Moran and Woolfolk Hoy, 2001). Additionally, the program emphasizes reflective practice, which has been found to be positively related to teacher self-efficacy (Babaei and Abednia, 2016). Given the relationship between teacher retention and self-efficacy (Kelley, 2004; Yost, 2006), program impacts on these two important constructs should be evaluated. The TSES (Tschannen-Moran and Woolfolk Hoy, 2001) and the RPQ (Priddis and Rogers, 2018; Rogers et al., 2019) were used to measure levels of participant self-efficacy and reflective capacity. The RPQ has not been used in an educational context, and this study may add to the body of research regarding the application of this tool across multiple disciplines. The results of this study may be used to inform future program and policy decisions regarding Missouri Teacher Academy."--from Summary

scholarly journals Kernel Causality Among Teacher Self-Efficacy, Job Satisfaction, School Climate, and Workplace Well-Being and Stress in TALIS

2021 ◽  
Vol 12 ◽  
Author(s):  
Xue Zhang ◽  
Chunyang Zhao ◽  
Yuqiao Xu ◽  
Shanhuai Liu ◽  
Zhihui Wu
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Well Being ◽  
Individual Characteristics ◽  
Response Style ◽  
Extreme Response Style ◽  
Extreme Response ◽  
Teacher Self Efficacy

Teachers play an important role in the educational system. Teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress are four individual characteristics shown to be associated with tendency to turnover. In this article, data from the Teaching and Learning International Survey (TALIS) 2018 teacher questionnaire are analyzed, with the goal to understand the interplay amongst these four individual characteristics. The main purposes of this study are to (1) measure extreme response style for each scale using unidimensional nominal response models, and (2) investigate the kernel causal paths among teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress in the TALIS-PISA linked countries/economies. Our findings support the existence of extreme response style, the rational non-normal distribution assumption of latent traits, and the feasibility of kernel causal inference in the educational sector. Results of the present study inform the development of future correlational research and policy making in education.

scholarly journals Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction

2020 ◽  
Vol 15 (6) ◽  
pp. 1464-1479
Author(s):  
Battal Göldağ
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High Schools ◽  
Classroom Management ◽  
High School Teachers ◽  
Self Efficacy ◽  
Short Form ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Teacher Self Efficacy

This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.   Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;

The effects of student verbal and nonverbal responsiveness on teacher self‐efficacy and job satisfaction

2004 ◽  
Vol 53 (2) ◽  
pp. 150-163 ◽  
Author(s):  
Timothy P. Mottet ◽  
Steven A. Beebe ◽  
Paul C. Raffeld ◽  
Amanda L. Medlock
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
Teacher Self Efficacy
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