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Measuring Self-Efficacy and Job Satisfaction of Full-Time Art Teachers in Chengdu, China |
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| รหัสดีโอไอ | |
| Creator | Na Deng |
| Title | Measuring Self-Efficacy and Job Satisfaction of Full-Time Art Teachers in Chengdu, China |
| Publisher | Assumption University Press |
| Publication Year | 2568 |
| Journal Title | The Scholar: Human Sciences |
| Journal Vol. | 17 |
| Journal No. | 1 |
| Page no. | 21-31 |
| Keyword | Principal Leadership, Supportive School Culture, Teacher Collaboration, Teacher Self-Efficacy, Job Satisfaction |
| URL Website | http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/7710 |
| Website title | The Scholar: Human Sciences |
| ISSN | 2586-9388 |
| Abstract | Purpose: Job satisfaction can nurture the teaching efficiency of teachers. Therefore, this study aims to investigate the factors influencing the self-efficacy and job satisfaction of full-time art teachers in Chengdu, China. The research model is built upon key variables which are stressors, principal leadership, supportive school culture, teacher collaboration, teacher self-efficacy, emotional exhaustion, and job satisfaction. Research Design, Data, and Methodology: A quantitative approach was employed, utilizing a questionnaire survey to collect data from the 500 full-time teachers. Prior to distribution, the questionnaire underwent validity and reliability testing through Item-Objective Congruence and Cronbach's Alpha pilot tests (n=50). The collected data was analyzed using Confirmatory Factor Analysis and Structural Equation Modeling to assess the model's goodness of fit, confirm causal relationships between variables, and test hypotheses. Results: The study reveals that stressors and principal leadership significantly impact teacher self-efficacy. Teacher self-efficacy has a significant impact on emotional exhaustion. Furthermore, principal leadership, supportive school culture, teacher collaboration, teacher self-efficacy, and emotional exhaustion significantly impact job satisfaction. Conclusions: The study recommends that administrators prioritize enhancing the quality factors of teacher self-efficacy to foster a sense of usefulness in job satisfaction, thereby cultivating positive attitudes and behavioral intentions towards job satisfaction among teachers. |
