When Being Able is not Enough. The Combined Value of Positive Affect and Self-Efficacy for Job Satisfaction in Teaching
This article was published in Teaching and Teacher Education, Vol 26, Issue 5, Author(s): Angelica Moè, Francesca Pazzaglia and Lucia Ronconi, “When Being Able is not Enough. The Combined Value of Positive Affect and Self-Efficacy for Job Satisfaction in Teaching“, Pages 1145-1153, Copyright Elsevier (July 2010).
The authors examine the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Hence, this study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction.
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.