期刊
TEACHING AND TEACHER EDUCATION
卷 26, 期 5, 页码 1145-1153出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2010.02.010
关键词
Teachers; Job satisfaction; Self-efficacy; Positive affect
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.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据