Katsantonis Ioannis G
Department of Primary Education, University of Patras, 265 04 Patras, Greece.
Eur J Investig Health Psychol Educ. 2019 Oct 14;10(1):119-133. doi: 10.3390/ejihpe10010011.
The purpose of this study is twofold: (a) To confirm the mediating role of teachers' self-efficacy between the relation of school climate and teachers' job satisfaction and (b) to tease apart any cross-cultural effects of the association of self-efficacy and job satisfaction by comparing teachers' responses. Drawing upon the publicly available TALIS 2018 (June 2019) database, a representative sample of 51,782 primary school teachers from 15 countries was used for the analyses. Structural equation modeling was implemented to test for mediation effects of teachers' self-efficacy at the individuals' level and a general linear model (GLM) MANOVA was applied to compare the participants' scores in self-efficacy and job satisfaction across cultures. Results indicate, in accordance with previous research, that self-efficacy is a mediating variable of the relation between school climate and job satisfaction at the individuals' level across cultures. Moreover, the GLM revealed statistically significant cross-cultural differences among teachers' responses in job satisfaction and self-efficacy. These findings have implications for teachers' wellbeing and resilience.
（a）确认教师自我效能感在学校氛围与教师工作满意度之间关系中的中介作用；（b）通过比较教师的回答，梳理自我效能感与工作满意度之间关联的跨文化影响。利用公开可用的2018年国际教学与学习调查（TALIS）（2019年6月）数据库，对来自15个国家的51782名小学教师的代表性样本进行分析。采用结构方程模型来检验个体层面教师自我效能感的中介效应，并应用一般线性模型（GLM）多变量方差分析（MANOVA）来比较不同文化背景下参与者在自我效能感和工作满意度方面的得分。结果表明，与先前的研究一致，自我效能感是不同文化背景下个体层面学校氛围与工作满意度之间关系的中介变量。此外，一般线性模型显示，教师在工作满意度和自我效能感方面的回答存在统计学上显著的跨文化差异。这些发现对教师的幸福感和恢复力具有启示意义。
