Students, Colleagues, and Principals as Contexts Shaping Teacher Self-Efficacy, Instruction, and Job Satisfaction (Stage 1, 1:59 PM)

• In Event: e-Lightning Ed-Talk Session 18 - Stage 1

Abstract

We investigated how perceived school context shapes teacher self-efficacy, instructional practices, and job satisfaction, drawing on nationally representative data from 1,980 6th-grade elementary teachers. Student attitudes emerged as the most influential, shaping teacher self-efficacy for both instructional strategies and classroom management. Strong teacher self-efficacy was associated with the use of individualized and motivational instructional practices. While both collective teacher self-efficacy and teacher collaboration predicted teachers’ efficacy for instructional strategies, only teacher collaboration predicted their efficacy for classroom management. Moreover, collective teacher efficacy predicted instructional practices, whereas teacher collaboration predicted job satisfaction. Principal support contributed specifically to satisfaction with the work environment. Importantly, teacher self-efficacy mediated the effects of school context on instructional practices and job satisfaction.

Authors

• Jenny Chaehyun Park, Korea University - Brain and Motivation Research Institute

• Suyeon Gena Kim, Korea University - Brain and Motivation Research Institute

• Jiwon Kim, Korea University - Brain and Motivation Research Institute

• Patricia A. Alexander, University of Maryland

• Mimi Bong, Korea University