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The Significance of School Relationships, Relational Teacher Self-Efficacy and Teacher Collective Efficacy to Teachers' Job Satisfaction
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- Author / Creator
- Radford, Derek I.
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This study investigates how teacher-to-student and teacher-to-teacher relationships affect teachers’ job satisfaction, and how these relationships might be mediated by teacher self-efficacy and teacher collective efficacy in schools. A structural equation model (SEM) was used to investigate the above relationships using data from the 2013 administration of the Teaching and Learning International Survey (TALIS), particularly data collected from 1773 lower secondary school teachers from Alberta, Canada. The results indicated that teacher-to-student relationships were directly related to teacher job satisfaction and indirectly related to teacher job satisfaction through the mediator variable of teacher collective efficacy. Also, teacher-to-teacher relationships were related to teacher job satisfaction but only through the mediator variable of teacher collective efficacy. The findings are discussed in terms of their practical implications for teachers.
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- Graduation date
- Fall 2018
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- Type of Item
- Thesis
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- Degree
- Master of Education
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- License
- Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.