Measuring Self-Efficacy and Job Satisfaction of Full-Time Art Teachers in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2025.3Keywords:
Principal Leadership, Supportive School Culture, Teacher Collaboration, Teacher Self-Efficacy, Job SatisfactionAbstract
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.
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