Details

Autor(en) / Beteiligte

• Liu, Jiao
• Wang, Ke
• Chen, Zhuo
• Pan, Zilong

Titel

Exploring the contributions of job resources, job demands, and job self‐efficacy to STEM teachers' job satisfaction: A commonality analysis

Ist Teil von

• Psychology in the schools, 2023-01, Vol.60 (1), p.122-142

Ort / Verlag

Hoboken: Wiley

Erscheinungsjahr

2023

Link zum Volltext

Quelle

Wiley-Blackwell Journals

Beschreibungen/Notizen

• This study aims to examine how job resources, demands, and self‐efficacy affect American STEM teachers' job satisfaction by analyzing the US TALIS 2018 data. Multiple regression and commonality analysis were used to analyze factors' significant contributions and their detailed real unique and common contributions to STEM teachers' job satisfaction. The results show that the final model explains 29.6% of the variances of STEM teachers' job satisfaction. The commonality analysis further showed that job resources, job demands, and job self‐efficacy explained 23.5%, 8.6%, and 8.0% of variances of job satisfaction, respectively. However, these factor sets uniquely contributed 15.9%, 2.9%, and 2.1% of the variance, separately. This study confirms the validity of the revised job demands−resources model for STEM teachers' job satisfaction. Furthermore, the commonality analysis reveals the unique and independent contributions of job demands, resources, and self‐efficacy to job satisfaction. Results from the research identified the significance of job resources contributing to the improvement of STEM teachers' job satisfaction. Practitioner Points Job self‐efficacy is one kind of personal resource in the job demands−resources model. The job demands−resources model for STEM teachers' job satisfaction has been examined and confirmed as an effective model. Job resources is the most significant contributor to STEM teachers' job satisfaction.