Collective teacher efficacy and job satisfaction. Psychometric properties of the CTE scale.

Autor/inn/en	Vatou, Anastasia; Vatou, Athina
Titel	Collective teacher efficacy and job satisfaction. Psychometric properties of the CTE scale.
Quelle	In: Journal of contemporary education, theory & research, 3 (2019) 2, S. 29-33 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2654-0274
DOI	10.5281/zenodo.3635040
URN	urn:nbn:de:0111-pedocs-190047 urn:nbn:de:0168-ssoar-66356-2
Schlagwörter	Empirische Untersuchung; Einstellung (Psy); Selbstwirksamkeit; Zufriedenheit; Grundschule; Primarbereich; Lehrer; Kollektivbewusstsein; Beruf; Statistische Analyse; Griechenland
Abstract	Teachers' self-efficacy has widely recognized as a strong contributor to the student achievement and teachers' psychological well-being. A large body of research has focused on individual's self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conducted and showed that Collective Teacher Efficacy Scale had a two-factor structure. The results also indicated that collective teacher efficacy had a positive significant relationship with teacher's job satisfaction. Implications and directions for future research are suggested. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3