Examining the Effects of Job Resources, Job Demands, and Job Self-Efficacy on STEM Teachers' Job Satisfaction: A Commonality Analysis

• In Event: Supporting Teacher Occupational Health

Abstract

The validity of the theory of job demands-resources theory on the explanation of job wellbeing has been proved in the past decade. This study is to examine how job resources, demands, and self-efficacy affect American STEM teachers’ job satisfaction by employing a commonality analysis of the U.S.TALIS 2018 data. The findings show that job resources, demands, and self-efficacy explain 23.5%, 8.6%, and 8.0% of variance of job satisfaction, respectively. However, these factor sets uniquely contribute 15.9%, 2.9% and 2.1% of variance, separately, as revealed through the commonality analysis. These findings further emphasize on the significance of job resources in improving STEM teachers’ job satisfaction and provide important implications for educational policy for retaining American STEM teachers.

Authors

• Jiao Liu, East China Normal University

• Ke Wang, Nicholls State University