The Impact of School Climate Factors on College Teacher Enjoyment and Self-Efficacy

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Chinese Teachers' Experiences, Enjoyment, and Burnout (Table 7)

Abstract

This research examined how teachers perceived school environment factors influence both their self-efficacy and enjoyment, and how teachers' self-efficacy mediates the effect of perceived school climate factors on teacher enjoyment. In so doing, three instruments including Perceived School Climate Scale (R-SLEQ), Teacher Self-Efficacy Scale (TSES), and Teacher Enjoyment Scale (TES) were used. Employing a snowball sampling method, 791 college teachers from 24 provinces in China participated. The findings showed that school climate factors such as colleague collaboration, school resources, decision-making, and instructional innovation directly and positively influenced teacher enjoyment. Wherein, innovation and collaboration in the workplace indirectly influenced teacher enjoyment, as induced by teacher self-efficacy. Additionally, the research confirmed two specific aspects of school climate that directly influenced teachers' self-efficacy.

Author

• Bing Xiaoyi, Hunan Normal University