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Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

Author

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  • Ilaria Buonomo

    (Department of Human Sciences, LUMSA University, 00193 Rome, Italy)

  • Caterina Fiorilli

    (Department of Human Sciences, LUMSA University, 00193 Rome, Italy)

  • Paula Benevene

    (Department of Human Sciences, LUMSA University, 00193 Rome, Italy)

Abstract

Purpose : The purpose of this paper is to explore whether, and to what extent, collective beliefs and emotions towards professional role could predict job satisfaction, above and beyond the role of self-efficacy and emotions towards students. More specifically, we expected job satisfaction to be incrementally predicted by beliefs and emotions related to professional role (collective efficacy and role-related hedonic balance). Design/Methodology/Approach : The analysis was performed through the administration of a questionnaire to 266 Italian secondary school teachers. After having assessed measures of reliability, correlational analyses and a hierarchical regression model were performed. Findings : Results showed that collective efficacy and hedonic balance related to professional role have a unique effect on job satisfaction, accounting for nearly the 30% of its variance. Research Limitations/Implications : Despite some limitations related to the cross-sectional design, the study suggests a practical implication for teacher training, as well as underlying the need to study schools from an organizational point of view. Originality/value : The paper contributes to the psychological research on the role of the organizational dimensions in teachers’ well-being at work.

Suggested Citation

  • Ilaria Buonomo & Caterina Fiorilli & Paula Benevene, 2020. "Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:3:p:736-:d:312306
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    References listed on IDEAS

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    2. Hongbiao Yin & Shenghua Huang & Wenlan Wang, 2016. "Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies," IJERPH, MDPI, vol. 13(9), pages 1-16, September.
    3. Alegre, Inés & Mas-Machuca, Marta & Berbegal-Mirabent, Jasmina, 2016. "Antecedents of employee job satisfaction: Do they matter?," Journal of Business Research, Elsevier, vol. 69(4), pages 1390-1395.
    4. Claiborne, Nancy & Auerbach, Charles & Lawrence, Catherine & Schudrich, Wendy Zeitlin, 2013. "Organizational change: The role of climate and job satisfaction in child welfare workers' perception of readiness for change," Children and Youth Services Review, Elsevier, vol. 35(12), pages 2013-2019.
    5. John Ainley & Ralph Carstens, 2018. "Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework," OECD Education Working Papers 187, OECD Publishing.
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    Cited by:

    1. Ilaria Buonomo & Paolo Emilio Santoro & Paula Benevene & Ivan Borrelli & Giacomo Angelini & Caterina Fiorilli & Maria Rosaria Gualano & Umberto Moscato, 2022. "Buffering the Effects of Burnout on Healthcare Professionals’ Health—The Mediating Role of Compassionate Relationships at Work in the COVID Era," IJERPH, MDPI, vol. 19(15), pages 1-15, July.
    2. Florica Ortan & Ciprian Simut & Ramona Simut, 2021. "Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System," IJERPH, MDPI, vol. 18(23), pages 1-32, December.
    3. Ilaria Buonomo & Martina Pansini & Sara Cervai & Paula Benevene, 2022. "Compassionate Work Environments and Their Role in Teachers’ Life Satisfaction: The Contribution of Perceived Collective School Performance and Burnout," IJERPH, MDPI, vol. 19(21), pages 1-14, October.
    4. Vincenza Capone & Mohsen Joshanloo & Miriam Sang-Ah Park, 2022. "Job Satisfaction Mediates the Relationship between Psychosocial and Organization Factors and Mental Well-Being in Schoolteachers," IJERPH, MDPI, vol. 20(1), pages 1-14, December.

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