When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching

被引：142

作者：

Moe, Angelica ^{[1
]}

Pazzaglia, Francesca ^{[1
]}

Ronconi, Lucia ^{[1
]}

机构：

[1] Univ Padua, Dipartimento Psicol Gen, Padua, Italy

来源：

TEACHING AND TEACHER EDUCATION | 2010年 / 26卷 / 05期

关键词：

Teachers; Job satisfaction; Self-efficacy; Positive affect; NEGATIVE AFFECT; TEACHERS; BELIEFS; PSYCHOLOGY; EMOTIONS; LIFE; DETERMINANTS; ATTRIBUTIONS; PASSION; BURNOUT;

D O I：

10.1016/j.tate.2010.02.010

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers. Structural equation modelling (SEM) analysis revealed the mediating role of both positive affect and self-efficacy beliefs in the relationship between teaching strategies/praxes and job satisfaction. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：1145 / 1153

页数：9

共 62 条

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