Document Type : Research Paper

Authors

University of Kurdistan

Abstract

A significant research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in second language classrooms. As a result, teacher-related variables have enjoyed much research attention over the recent decades in both mainstream education and English Language Teaching (ELT). Likewise, the present study was set to test a structural model of collective teacher efficacy, teacher self-efficacy, job satisfaction, and teaching commitment, and specifically to examine the hypothesis that teaching commitment mediates the effects of collective teacher efficacy and teacher self-efficacy on job satisfaction. Using a sample of 312 Iranian EFL teachers, structural equation modeling (SEM) was conducted to establish the structural model. The findings of a confirmatory factor analysis (CFA) confirmed the fitness of both the employed scales and the structural model.  The findings and implications of the present study are finally discussed.

Keywords

Adebomi, O., Ibitoye, I. H. and Sanni, O. B. (2012). Job satisfaction and self-efficacy as correlates of job commitment of special education teachers in Oyo state. Journal of Education and Practice, 3(9), 95-103.
Al-Mahdy, Y. F. H., Emam, M. M. and Hallinger, P. (2018). Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman. Teaching and Teacher Education, 69, 191-201.
Amorim Neto, R. C., Rodrigues, V. P., & Panzer, S. (2017). Exploring the relationship between entrepreneurial behavior and teachers' job satisfaction. Teaching and Teacher Education, 63, 254-262. http://dx.doi.org/10.1016/j.tate.2017.01.001.
Anderman, E. M., Belzer, S., & Smith, J. (1991). Teacher commitment and job satisfaction: The role of school culture and principal leadership. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended a two-step approach. Psychological Bulletin, 103(3), 411-423. doi:10.1037//0033-2909.103.3.411
Bandura, A. (1986). Social foundations of thought and action:  A social cognitive theory Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1993). Perceived Self-efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), pp.117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bogler, R., & Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education, 20(3), 277-289. doi:10.1016/j.tate.2004.02.003
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
Bloland, P.  A., & Selby, T. J. (1980). Factors Associated with Career Change among Secondary School Teachers: A Review of the Literature. Educational Research Quarterly, 5(3), 13-24
Brookhart, S., & Loadman, W. (1993). Relations between self-confidence and educational beliefs before and after teacher education. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation, and commitment: Exploring the relationship between indicators of teachers' professional identity. European Journal of Psychology of Education, 27(1), 115-132.
Capone, V., & Petrillo, G. (2018). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout, and depression. Current Psychology, 1–10. https://doi.org/10.1007/s12144-018-9878-7
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832.
Caprara, G. B., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
Chaaban, Y. Y., & Du, X. X. (2017). Novice teachers’ job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools. Teaching & Teacher Education, 67, 340-350. https://doi.org/10.1016/j.tate.2017.07.002
Chesnut, S. R. & Cullen, T. A. (2014). Effects of self-efficacy, emotional intelligence, and perceptions of the future work environment on preservice teacher commitment. The Teacher Educator, 49(2), 116-132. doi: 10.1080/08878730.2014.887168
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323–337.
Coleman, H. (1985). Teaching spectacles and learning festivals. ELT Journal, 41(2), 97-103. doi: 10.1093/elt/41.2.97
Culver, S. M., Wolfe, L. M., & Cross, L. H. (1990). Testing a model of teacher satisfaction for blacks and whites. American Educational Research Journal, 27(2), 323-349.
Donohoo, J. (2018). Collective teacher efficacy research: Productive patterns of behavior and other positive consequences. Journal of Educational Change, 3,1-23.
Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. The Journal of Educational Research, 81-85.
Firestone, W. A. (1996). Images of teaching and proposals for reform: A comparison of ideas from cognitive and organizational research. Educational Administration Quarterly, 32(2), 209-235.
Firestone, W. A., & Pennell, J. R. (1993). Teacher Commitment, Working Conditions, and Differential Incentive Policies. Review of Educational Research, 63(4), 489-525. doi:10.3102/00346543063004489.
Firestone, W. A., & Rosenblum, S. (1988). Building Commitment in Urban High Schools. Educational Evaluation and Policy Analysis, 10(4), 285-299. doi:10.3102/01623737010004285
Firestone, W., Rosenblum, S., & Webb, A. (1987). Building commitment among students and teachers. Philadelphia, PA: Research for Better Schools.
Fresko, B., Kfir, D., & Nasser, F. (1997). Predicting teacher commitment. Teaching and Teacher Education, 13(4), 429-438. doi:10.1016/s0742-051x(96)00037-6
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818.
Goddard, R., Goddard, Y., Kim, E., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective beliefs in support of student learning. American Journal of Education, 121(4), 501-530.
Goddard, R. D., Hoy, A. K., & Woolfolk-Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.
Goddard, R. D., Hoy, A. K., & Woolfolk-Hoy, A. (2004, April). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
Göker, S. D. (2012). Impact of EFL Teachers‘Collective Efficacy and Job Stress on Job Satisfaction. Theory and Practice in Language Studies, 2(8). doi:10.4304/tpls.2.8.1545-1551
Guskey, T. (1984). The Influence of Change in Instructional Effectiveness upon the Affective Characteristics of Teachers. American Educational Research Journal, 21(2), 245.
Hausman, C., & Goldring, E. (2001). Sustaining Teacher Commitment: The Role of Professional Communities. Peabody Journal of Education, 76(2), 30-51. doi: 10.1207/s15327930pje7602­­_3
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. doi:10.1016/j.tate.2005.01.007
Hoover-Dempsey, K., Bassler, O. and Brissie, J. (1992). Explorations in Parent-School Relations. The Journal of Educational Research, 85(5), 287-294.
Ingersoll, R. M. (1994). Organizational control in secondary schools. Harvard Educational Review, 64, 150–172.
Jex, S., & Bliese, P. (1999). Efficacy beliefs as a moderator of the impact of work-related stressors: A multilevel study. Journal of Applied Psychology84(3), 349-361. doi: 10.1037//0021-9010.84.3.349
Jex, S., & Thomas, J. (2003). Relations between stressors and group perceptions: Main and mediating effects. Work & Stress17(2), 158-169. doi: 10.1080/0267837031000146804
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self- efficacy and job Satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756.
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Journal of Contemporary Educational Psychology, 36, 114-129.
Klassen, R. M., Foster, R. Y., Rajani, S., & Bowman, C. (2009). Teaching in the Yukon: Exploring teachers’ efficacy beliefs, stress, and job satisfaction in a remote setting. International Journal of Educational Research, 48(6), 381-394.
Klassen, M. K., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21-43. doi:10.1007/s10648-010-9141-8.
Kurz, T. B., & Knight, S. L. (2004). An Exploration of the Relationship Among Teacher Efficacy, Collective Teacher Efficacy, and Goal Consensus. Learning Environments Research, 7(2), 111-128.
Lee, J., Zhang, Z. and Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education, 27(5), 820-830.
Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297-1349). Chicago, IL: Rand McNally.
Locke, E.A. & Lathan, G.P. (1990). Theory of goal setting and task performance. Englewood Cliffs, N.J.: Prentice-Hall.
Mayer, D., Mullens, J., & Moore, M. (2000). Monitoring school quality. Washington, D.C.: U.S. Dept. Of Education, Office of Educational Research and Improvement, National Center for Education Statistics.
Mowday, R., Steers, R., & Porter, L. (1979). The measurement of organizational commitment. Journal Of Vocational Behavior14(2), 224-247. doi: 10.1016/0001-8791(79)90072-1
Perie, M., & Baker, D. (1997). Job satisfaction among America’s teachers: Effects of workplace conditions, background characteristics, and teacher compensation. Washington, DC: National Center for Education Statistics.
Podell, D. and Soodak, L. (1993). Teacher Efficacy and Bias in Special Education Referrals. The Journal of Educational Research, 86(4), 247-253.
Popkewitz, T., & Myrdal, S. (1991). Case studies of the Urban Mathematics Collaborative Project: A report to the Ford Foundation. Madison: University of Wisconsin.
Reyes, P. (1990). Teachers and their workplace. Newbury Park, Calif.: Sage.
Reyes, P., & Shin, H. S. (1995). Teacher commitment and job satisfaction: A causal analysis. Journal of School Leadership, 5(1), 22-39.
Ryan, R.M. and Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Rosenholtz, S. (1991). Teachers' workplace: The social organization of schools. New York: Teachers College Press.
Ross, J. and Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.
Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and Catholic schools. Educational Research Review, 5, 261–277. doi:10.1016/j.edurev.2010.03.001
Shann, M.H. (1998). Professional commitment and satisfaction among teachers in Urban middle schools. Journal of Educational Research, 92, 67-73.
Shukla, S. (2014). Teaching Competency, Professional Commitment and Job Satisfaction-A Study of Primary School Teachers. IOSR Journal of Research & Method in Education (IOSRJRME), 4(3), 44-64.
Shuman, D. K., & Ham, S. H. (1997). Toward a theory of commitment to environmental education teaching. Journal of Environmental Education, 28, 25-33.
Sinclair, C., Dowson, M., Mcinerney. D.M. (2006). Motivation to teach Psychometric Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323–337.
Singh, K., & Billingsley, B. S. (1998). Professional support and its effects on teachers' commitment. The Journal of Educational Research, 91(4), 229-239.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
Spector, P.E., (1997). Job Satisfaction. Application, Assessment, Cause, and Consequences. Sage, Thousand Oaks.
Stempien, L., & Loeb, R. (2002). Differences in job satisfaction between general education and special education teachers. Remedial and Special Education, 23, 258-268.
Tschannen-Moran, M., & Barr, M. (2004). Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement. Leadership and Policy in Schools, 3(3), 189-209. Doi: 10.1080/15700760490503706
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self- efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationship among collective efficacy, teacher self-efficacy, and job satisfaction. Journal of teacher education and special education, XX(X), 1-9.
Ware, H., & Kitsantas, A. (2007). Teacher and Collective Efficacy Beliefs as Predictors of Professional Commitment. The Journal of Educational Research, 100 (5), 303-310. doi:10.3200/joer.100.5.303-310
Yousef, D. (2000). Organizational commitment and job satisfaction as predictors of attitudes toward organizational change in a non‐western setting. Personnel Review, 29(5), 567-592.