Μετα-ανάλυση της σχέσης μεταξύ της αυτεπάρκειας των εκπαιδευτικών και της επαγγελματικής ικανοποίησης


πίνακας εξωφύλλου: Μ. Τσιβά
Δημοσιευμένα: Μαΐ 20, 2022
Ενημερώθηκε: 2022-05-20
Λέξεις-κλειδιά:
αυτεπάρκεια επαγγελματική ικανοποίηση ψυχική υγεία εκπαιδευτικοί μετα-ανάλυση
Ιωάννης Κατσαντώνης
https://orcid.org/0000-0002-7557-8136
Αργύριος Κατσαντώνης
https://orcid.org/0000-0002-5172-6309
Περίληψη

Η αυτεπάρκεια αποτελεί σημαντικό παράγοντα που συμβάλλει στην ενίσχυση της επαγγελματικής ικανοποίησης και γενικότερα, της ψυχικής υγείας των εκπαιδευτικών. Επομένως, σκοπός της παρούσας έρευνας είναι να διαπιστώσει τη γενικευσιμότητα και το μέγεθος της σχέσης της αυτεπάρκειας με την επαγγελματική ικανοποίηση των εκπαιδευτικών. 49 συντελεστές συσχέτισης συλλέχθηκαν από 45 εμπειρικές μελέτες (δείγμα Ν=28573 εκπαιδευτικοί) και μετα-αναλύθηκαν. Τα αποτελέσματα της μετα-ανάλυσης τυχαίων επιδράσεων έδειξαν πως η μέση συσχέτιση μεταξύ αυτεπάρκειας και επαγγελματικής ικανοποίησης είναι μέτρια (μ=.37) και στατιστικώς σημαντική. Επιπλέον, η ανάλυση πολλαπλής μετα-παλινδρόμησης επεσήμανε πως το μέγεθος αυτής της συσχέτισης διαφέρει ανάλογα με την περιοχή προέλευσης του δείγματος, ανάλογα με το είδος δημοσίευσης της μελέτης και την εκπαιδευτική βαθμίδα, ενώ το πλήθος των ερωτημάτων, το έτος δημοσίευσης και το είδος του ερωτηματολογίου δεν διαφοροποιούν το μέγεθος της συσχέτισης. Συνοπτικά, τα ευρήματα της παρούσας μετα-αναλύσης μπορούν να φανούν ιδιαίτερα χρήσιμα για τη κατανόηση της φύσης της σχέσης μεταξύ της αυτεπάρκειας και της επαγγελματικής ικανοποίησης των εκπαιδευτικών μεταξύ κρατών.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικό Συγγραφέα
Ιωάννης Κατσαντώνης, Faculty of Education, University of Cambridge

Ioannis G. Katsantonis, MPhil(Distinct.-Cambridge), B.Ed(Hons) is a PhD student in Psychology of Education affiliated with the Faculty of Education, University of Cambridge, UK. Previously, he was affiliated with the Department of Primary Education, University of Patras, Greece. His interests include applied psychometrics and quantitative methods in modeling human behavior.  Ioannis is mostly working in the field of Psychology of Education with an emphasis on cross-cultural analyses of psychoeducational processes. His research is particularly focused on modeling data from cross-cultural surveys such as TALIS and PISA. His research works have been published in the Hellenic Journal of Research in Education, in the Hellenic Journal of Psychology, in the European Journal of Investigation in Health, Psychology and Education,  in Pedagogical Research, as well as in other indexed journals. He has published also a few conference papers.

Αναφορές
Adebomi, O., & Olufunke, H. (2012). Job Satisfaction and Self-Efficacy as Correlates of Job Commitment of Special Education Teachers in Oyo State. Journal of Education and Practice, 3, 10.
Ainley, J., & Carstens, R. (2018). Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework. OECD. https://doi.org/10.1787/799337c2-en
Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291–307. https://doi.org/10.1007/s10984-015-9198-x
Allen, M. P. (Ed.). (1997). Partial regression and residualized variables. In Understanding Regression Analysis (pp. 86–90). Springer US. https://doi.org/10.1007/978-0-585-25657-3_18
Baker, C. N., Kupersmidt, J. B., Voegler-Lee, M. E., Arnold, D. H., & Willoughby, M. T. (2010). Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers. Early Childhood Research Quarterly, 25(3), 270–283. https://doi.org/10.1016/j.ecresq.2009.09.005
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman.
Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales. In T. Urdan & F. Pajares (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 307–337). Age Information Publishing: Greenwich,
Barouch Gilbert, R., Adesope, O. O., & Schroeder, N. L. (2014). Efficacy beliefs, job satisfaction, stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic. Educational Psychology, 34(7), 876–899. https://doi.org/10.1080/01443410.2013.814193
Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50(4), 1088–1101.
Borenstein, M. (Ed.). (2009). Introduction to meta-analysis. John Wiley & Sons.
Buonomo, I., Fiorilli, C., & Benevene, P. (2020). Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role. International Journal of Environmental Research and Public Health, 17(3), 736. https://doi.org/10.3390/ijerph17030736
Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39(5), 1757–1766. https://doi.org/10.1007/s12144-018-9878-7
Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525.
Card, N. (2012). Applied Meta-Analysis for Social Science Research. Guilford Press.
Cheung, M. W.-L., Ho, R. C. M., Lim, Y., & Mak, A. (2012). Conducting a meta-analysis: Basics and good practices. International Journal of Rheumatic Diseases, 15(2), 129–135. https://doi.org/10.1111/j.1756-185X.2012.01712.x
Cohen, J. (1992). Statistical Power Analysis. Current Directions in Psychological Science, 1(3), 98–101. https://doi.org/10.1111/1467-8721.ep10768783
Erez, A., Bloom, M. C., & Wells, M. T. (1996). Using Random Rather Than Fixed Effects Models In Meta-Analysis: Implications For Situational Specificity And Validity Generalization. Personnel Psychology, 49(2), 275–306. https://doi.org/10.1111/j.1744-6570.1996.tb01801.x
Field, A. P., & Gillett, R. (2010). How to do a meta-analysis. British Journal of Mathematical and Statistical Psychology, 63(3), 665–694.
Field, A. P., Miles, J., & Field, Z. (2012). Discovering statistics using R. Sage.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis. Cengage Learning.
Hassan, O., & Ibourk, A. (2021). Burnout, self-efficacy and job satisfaction among primary school teachers in Morocco. Social Sciences & Humanities Open, 4(1), 100148. https://doi.org/10.1016/j.ssaho.2021.100148
Higgins, J., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M., & Welch, V. (Eds.). (2019). Cochrane Handbook for Systematic Reviews of Interventions (2nd ed.). Cochrane & Wiley Blackwell.
Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347–357. https://doi.org/10.1080/02619768.2011.633993
Hongying, S. (2007). Literature Review of Teacher Job Satisfaction. Chinese Education & Society, 40(5), 11–16. https://doi.org/10.2753/CED1061-1932400502
Hunter, J., & Schmidt, F. (2004). Methods of Meta-Analysis: Correcting Error and Bias in Research Findings (2nd ed.). SAGE Publications, Inc.
Judge, T. A., Parker, S. K., Colbert, A. E., Heller, D., & Ilies, R. (2002). Job satisfaction: A cross-cultural review. In N. Anderson, D. Ones, K. Sinangil, & C. Viswesvaran (Eds.), Handbook of Industrial, Work and Organizational Psychology (pp. 25–52). SAGE Publications, Inc. http://dx.doi.org/10.4135/9781848608368.n3
Kalkan, F. (2020). The relationship between teachers’ self-efficacy beliefs and job satisfaction levels: A meta-analysis study. Education and Science, 45(204), 317–343. https://doi.org/10.15390/EB.2020.8549
Kasalak, G., & Dagyar, M. (2020). The Relationship between Teacher Self-Efficacy and Teacher Job Satisfaction: A Meta-Analysis of the Teaching and Learning International Survey (TALIS). Educational Sciences: Theory and Practice, 20(3), 16–33.
Katsantonis, I. (2020a). Teachers’ Self-efficacy, Perceived Administrative Support and Positive Attidute Toward Students: Their Effect on Coping with Job-Related Stress. Hellenic Journal of Psychology, 17(1), 14. https://doi.org/10.26262/hjp.v17i1.7843
Katsantonis, I. (2020b). Investigation of the Impact of School Climate and Teachers’ Self-Efficacy on Job Satisfaction: A Cross-Cultural Approach. European Journal of Investigation in Health, Psychology and Education, 10(1), 119–133. https://doi.org/10.3390/ejihpe10010011
Katsantonis, I. (2020c). Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers. Pedagogical Research, 5(4), em0066. https://doi.org/10.29333/pr/8235
Katsantonis, I. (2021). Cross-Country Perspective on Reverse Pathway Dynamics Between Teachers’ Self-Efficacy and Job Satisfaction. Pedagogical Research, 6(2), em0092. https://doi.org/10.29333/pr/9726
Klassen, R., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67–76. https://doi.org/10.1016/j.cedpsych.2008.08.001
Klassen, R., Wilson, E., Siu, A. F. Y., Hannok, W., Wong, M. W., Wongsri, N., Sonthisap, P., Pibulchol, C., Buranachaitavee, Y., & Jansem, A. (2013). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. European Journal of Psychology of Education, 28(4), 1289–1309. https://doi.org/10.1007/s10212-012-0166-x
Locke, E. A. (1969). What is Job Satisfaction? Organizational Behavior and Human Decision Processes, 4, 309–336.
Love, A. M. A., Toland, M. D., Usher, E. L., Campbell, J. M., & Spriggs, A. D. (2019). Can I teach students with Autism Spectrum Disorder?: Investigating teacher self-efficacy with an emerging population of students. Research in Developmental Disabilities, 89, 41–50. https://doi.org/10.1016/j.ridd.2019.02.005
Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. Journal of Educational Statistics, 8(2), 157–159.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ (Clinical Research Ed.), 372, n71. https://doi.org/10.1136/bmj.n71
Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, Design, and Analysis: An Integrated Approach. Psychology Press. https://doi.org/10.4324/9780203726389
R Core Team. (2020). R: A language and environment for statistical computing. https://www.R-project.org/.
Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638–641. https://doi.org/10.1037/0033-2909.86.3.638
Sahito, Z., & Vaisanen, P. (2020). A literature review on teachers’ job satisfaction in developing countries: Recommendations and solutions for the enhancement of the job. Review of Education, 8(1), 3–34. https://doi.org/10.1002/rev3.3159
Schwarzer, R., Bäßler, J., Kwiatek, P., Schröder, K., & Zhang, J. X. (1997). The assessment of optimistic self-beliefs: Comparison of the German, Spanish, and Chinese versions of the General Self-efficacy Scale. Applied Psychology: An International Review, 46(1), 69–88. https://doi.org/10.1111/j.1464-0597.1997.tb01096.x
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Stress and Teacher Self-Efficacy: Relations and Consequences. In T. M. McIntyre, S. E. McIntyre, & D. J. Francis (Eds.), Educator Stress: An Occupational Health Perspective (pp. 101–125). Springer International Publishing. https://doi.org/10.1007/978-3-319-53053-6_5
Song, H., Gu, Q., & Zhang, Z. (2020). An exploratory study of teachers’ subjective wellbeing: Understanding the links between teachers’ income satisfaction, altruism, self-efficacy and work satisfaction. Teachers and Teaching, 26(1), 3–31. https://doi.org/10.1080/13540602.2020.1719059
Stephanou, G., Gkavras, G., & Doulkeridou, M. (2013). The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School. Psychology, 04(03), 268–278. https://doi.org/10.4236/psych.2013.43A040
Sterne, J. A., & Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. In H. R. Rothstein, A. J. Sutton, & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment, and adjustments (pp. 99–110). Wiley.
Thompson, S. G., & Higgins, J. P. T. (2002). How should meta-regression analyses be undertaken and interpreted? Statistics in Medicine, 21(11), 1559–1573. https://doi.org/10.1002/sim.1187
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
Viechtbauer, W. (2010). Conducting Meta-Analyses in R with the metafor Package. Journal of Statistical Software, 36, 1–48. https://doi.org/10.18637/jss.v036.i03
Vieluf, S., Kunter, M., & van de Vijver, F. J. R. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92–103. https://doi.org/10.1016/j.tate.2013.05.006
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120–130. https://doi.org/10.1016/j.tate.2014.12.005
Wooldridge, J. (2020). Introductory Econometrics: A Modern Approach (7th ed.). Cengage Learning.
You, S., Kim, A. Y., & Lim, S. A. (2017). Job satisfaction among secondary teachers in Korea: Effects of teachers’ sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284–297. https://doi.org/10.1177/1741143215587311
Zee, M., & Koomen, H. M. Y. (2016). Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being: A Synthesis of 40 Years of Research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801