Teachers' Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context

Autor/inn/en	Klassen, Robert M.; Usher, Ellen L.; Bong, Mimi
Titel	Teachers' Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context
Quelle	In: Journal of Experimental Education, 78 (2010) 4, S.464-486 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
Schlagwörter	Job Satisfaction; Path Analysis; Foreign Countries; Cultural Context; North Americans; Teacher Effectiveness; Self Efficacy; Stress Variables; Teaching Conditions; Cross Cultural Studies; Cultural Influences; Correlation; Teacher Collaboration; Motivation; Elementary School Teachers; Middle School Teachers; Teaching Methods; Discipline; Student Behavior; Canada; North Korea; South Korea; United States + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Pfadanalyse; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Lehrbedingungen; Unterrichtsbedingungen; Cultural comparison; Kulturvergleich; Cultural influence; Kultureinfluss; Korrelation; Lehrerkooperation; psychologische; Motivation (psychologisch); Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Disziplin; Student behaviour; Schülerverhalten; Kanada; Korea; Demokratische Volksrepublik; Republik; USA
Abstract	This study examines how teachers' collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was negatively related to job satisfaction for North American teachers (i.e., teachers from Canada and the United States), whereas the cultural dimension of collectivism was significantly related to job satisfaction for the Korean, but not for North American teachers. For motivation theorists, the results from this study provide evidence that cultural context influences how motivation beliefs are understood and expressed in diverse settings. For educators, this study underlines the importance of collective motivation as a source of individual job satisfaction. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10