Investigation of the impact of school climate and teachers’ self-efficacy on job satisfaction: a cross-cultural approach

• Ioannis G. Katsantonis ^[1]
  1. [1] University of Patras

     University of Patras

     Dimos Patras, Grecia

     
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 10, Nº. 1, 2020, págs. 119-133
• Idioma: inglés
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• Resumen

  • The purpose of this study is twofold: (a) To confirm the mediating role of teachers’ self-efficacy between the relation of school climate and teachers’ job satisfaction and (b) to tease apart any cross-cultural effects of the association of self-efficacy and job satisfaction by comparing teachers’ responses. Drawing upon the publicly available TALIS 2018 (June 2019) database, a representative sample of 51,782 primary school teachers from 15 countries was used for the analyses. Structural equation modeling was implemented to test for mediation effects of teachers’ self-efficacy at the individuals’ level and a general linear model (GLM) MANOVA was applied to compare the participants’ scores in self-efficacy and job satisfaction across cultures. Results indicate, in accordance with previous research, that self-efficacy is a mediating variable of the relation between school climate and job satisfaction at the individuals’ level across cultures. Moreover, the GLM revealed statistically significant cross-cultural differences among teachers’ responses in job satisfaction and self-efficacy. These findings have implications for teachers’ wellbeing and resilience.