The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study

被引：181

作者：

Malinen, Olli-Pekka ^{[1
]}

Savolainen, Hannu ^{[2
]}

机构：

[1] Niilo Maki Inst, POB 35, Jyvaskyla 40014, Finland

[2] Univ Jyvaskyla, Dept Educ, POB 35, Jyvaskyla 40014, Finland

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 60卷

基金：

芬兰科学院;

关键词：

School climate; Teacher efficacy; Behavior management; Teachers; Job satisfaction; Burnout; SELF-EFFICACY; COLLECTIVE EFFICACY; INCLUSIVE EDUCATION; MULTILEVEL ANALYSIS; BELIEFS; PERCEPTIONS; DETERMINANTS; ENVIRONMENT; DIMENSIONS; PREDICTORS;

D O I：

10.1016/j.tate.2016.08.012

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated how perceived school climate affects teachers' job satisfaction and burnout and how self-efficacy and collective efficacy in behavior management mediate the'effect of perceived school climate on job satisfaction and burnout. The questions were answered using longitudinal questionnaire data collected from 642 Finnish lower secondary school teachers. A structural equation model revealed that school climate had a positive effect, partly mediated by self-efficacy, on job satisfaction. Collective efficacy in student discipline did not explain either job satisfaction or burnout. Self-efficacy in managing behavior had a positive effect on job satisfaction and a negative effect on burnout. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：144 / 152

页数：9

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