Efficacy Beliefs as Determinants of Teachers' Job Satisfaction.

• Gian Vittorio Caprara ^[1] ; Claudio Barbaranelli ^[2] ; Laura Borgogni ^[2] ; Patrizia Steca ^[3]
  1. [1] University of Southern Mississippi

     University of Southern Mississippi

     Estados Unidos

     
  2. [2] Università de Roma La Sapienza

     Università de Roma La Sapienza

     Roma Capitale, Italia

     
  3. [3] University of Milano-Bicocca

     University of Milano-Bicocca

     Milán, Italia

     

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 821-832
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.4.821
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• Dialnet Métricas: 18 Citas
• Resumen

  • Self- and collective-efficacy beliefs were examined as main determinants of teachers' job satisfaction. In 103 Italian junior high schools, 2,688 teachers filled out self-reports to assess self-efficacy beliefs, their perceptions of the extent to which other school constituencies, namely, the principal, colleagues, staff, students, and families, were behaving in accordance with their obligations toward school well-functioning, their collective-efficacy beliefs, and their job satisfaction. Multilevel structural equation functioning, modeling analyses corroborated a conceptual model in which individual and collective-efficacy beliefs represent, respectively, the distal and proximal determinants of teachers' job satisfaction. The perceptions that teachers have of other constituencies' behavior largely mediated the links between self- and collective-efficacy beliefs. Collective-efficacy beliefs, in turn, partially mediated the influence that teachers' perceptions of other school constituencies' behavior exerts on their own job satisfaction. (PsycINFO Database Record (c) 2016 APA, all rights reserved)