Abstract
In recent years, there has been a significant increase in teacher turnover, which poses a notable challenge to improving the quality of education. Individual characteristics such as teacher motivation, self-efficacy, and job satisfaction have been linked to the tendency for turnover. However, the exact connections between these attributes remain somewhat unclear. To address this issue, this study applied the Social Cognitive Career Theory to explore the relationships among teacher motivation, self-efficacy, and job satisfaction in middle school settings. Using data from the 2018 Teaching and Learning International Survey, this study conducted a mediation analysis through structural equation modelling to explore how teacher motivation and self-efficacy impact the job satisfaction of 3,835 middle school teachers in Taiwan. The findings reveal that social utility motivation has a direct, positive influence on two aspects of teacher job satisfaction—the work environment and professional satisfaction—and this influence occurs indirectly through teacher self-efficacy. Conversely, personal utility motivation directly predicts teachers' job satisfaction within their profession. By considering teacher self-efficacy as a mediating factor, this study offers new insights into the intricate relationships between teacher motivation, self-efficacy, and job satisfaction.
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This work was financially supported by the National Taiwan Normal University (NTNU) within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
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Appendix
Appendix
Survey items for key variables.
Subscale | Item | Questions |
|---|---|---|
Personal utility motivation | TT3G07A | Teaching offered a steady career path |
TT3G07B | Teaching provided a reliable income | |
TT3G07C | Teaching was a secure job | |
TT3G 07D | The teaching schedule (e.g. hours, holidays, part-time positions) fit with responsibilities in my personal life | |
Social utility motivation | TT3G07E | Teaching allowed me to influence the development of children and young people |
TT3G07F | Teaching allowed me to benefit the socially disadvantaged | |
TT3G07G | Teaching allowed me to provide a contribution to society | |
Self-efficacy in classroom management | TT3G34D | Control disruptive behavior in the classroom |
TT3G34F | Make my expectations about student behavior clear | |
TT3G34H | Get students to follow classroom rules | |
TT3G34I | Calm a student who is disruptive or noisy | |
Self-efficacy in instruction | TT3G34C | Craft good questions for students |
TT3G34J | Use a variety of assessment strategies | |
TT3G34K | Provide an alternative explanation, for example when students are confused | |
TT3G34L | Vary instructional strategies in my classroom | |
Self-efficacy in student engagement | TT3G34A | Get students to believe they can do well in school work |
TT3G34B | Help students value learning | |
TT3G34E | Motivate students who show low interest in school work | |
TT3G34G | Help students think critically | |
Job satisfaction with work environment | TT3G53C* | I would like to change to another school if that were possible |
TT3G53E | I enjoy working at this school | |
TT3G53G | I would recommend this school as a good place to work | |
TT3G53J | All in all, I am satisfied with my job | |
Job satisfaction with profession | TT3G53A | The advantages of being a teacher clearly outweigh the disadvantages |
TT3G53B | If I could decide again, I would still choose to work as a teacher | |
TT3G53D* | I regret that I decided to become a teacher | |
TT3G53F* | I wonder whether it would have been better to choose another profession |
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Chang, TJ., Sung, YT. Does Teacher Motivation Really Matter? Exploring the Mediating Role of Teachers’ Self-efficacy in the Relationship Between Motivation and Job Satisfaction. Asia-Pacific Edu Res (2024). https://doi.org/10.1007/s40299-023-00803-4
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DOI: https://doi.org/10.1007/s40299-023-00803-4