Skaalvik Einar M, Skaalvik Sidsel
Psychol Rep. 2014 Feb;114(1):68-77. doi: 10.2466/14.02.PR0.114k14w0.
When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.
单独研究时，研究表明教师自我效能感和教师自主性都与适应性动机和情感结果相关。本研究测试了教师自我效能感和教师自主性是否分别与敬业度、工作满意度和情感耗竭相关。对2569名挪威中小学教师（719名男性，1850名女性；平均年龄=45.0岁，标准差=11.5）进行了挪威教师自我效能量表、教师自主量表、乌得勒支工作投入量表、教师工作满意度量表和马氏职业倦怠量表的测试。分析表明，教师自主性和自我效能感都是敬业度、工作满意度和情感耗竭的独立预测因素。本研究表明，自主性或决策自由度对教师有积极作用，但对于掌握期望高和低的教师，其作用过程不同。
