Self-Efficacy, School Culture, and Teaching Anxiety as Predictors of Science Teachers’ Job Satisfaction

Abstract

In this research, we study the relationship of science teachers’ job satisfaction with the teacher self-efficacy, the teaching self-efficacy, the anxiety toward teaching and school culture. The sample of the study consists of 185 science teachers working in public schools. We obtain the data by using “The Teacher Self Efficacy Scale”, “The School Culture Scale”, “Science Teaching Self-Efficacy Scale”, “The Anxiety toward Science Teaching Scale” and “Job Satisfaction Scale”. The results of the current research showed that science teachers’ job satisfaction was directly positively correlated with their self-efficacy, science teaching self-efficacy and school culture. However, teachers’ science teaching anxiety no had a direct significant relationship with their job satisfaction. In addition, the results of the structural model indicated that school culture was a strong predictor of science teachers’ job satisfaction. The result of multiple regression analysis showed that these independent variables explain 40% of the variance of teachers’ job satisfaction. These results shown that a positive school culture, teacher self-efficacy and teaching self-efficacy play an important role in order to provide the affective support necessary for the science teachers’ job satisfaction.

Keywords

• science teachers
• job satisfaction
• self-efficacy
• teaching anxiety
• school culture

References

1. Adeniyi, C. O., & Adeniyi, E. O. (2018). Determinants of job satisfaction among mathematics and science teachers in Kwara State Senior Secondary Schools, Nigeria. KIU Journal of Humanities, 3(2), 179-185.
2. Admiraal, W., Veldman, L., Mainhard, T., & Van Tartwiijk, J. (2019). A typology of veteran teacher’s job satisfaction: Their relationships with their students and the nature of their work. Social Psychology of Education, 22, 337–355. https://doi.org/10.1007/s11218-018-09477-z. Ali, N., Sharma, S., & Zaman, A. (2017). School culture and school effectiveness: Secondary schools in Pakistan. Malaysian Online Journal of Educational Management, 4(4), 50-65. https://doi.org/10.22452/mojem.vol4no4.4.
3. 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.
4. Alzyoud, A. A. Y., Othman, S. Z., & Mohad Isa, M. F. (2015). Examining the role of job resources on work engagement in the academic setting. Asian Social Science, 11(3), 103–110. http://doi.org/10.5539/ass.v11n3p103.
5. Anusiem, A. U., & Okoiye, O. E. (2015). The predictive influence of teaching anxiety and occupational stress on teaching efficacy of secondary school teachers in Owerri Municipal of Imo state Nigeria. Journal of Research & Method in Education, 5(3), 10-14. https://doi.org/10.9790/7388-05341014.
6. Ariani, D. W. (2013). The relationship between employee engagement, organizational citizenship behavior, and counterproductive work behavior. International Journal of Business Administration, 4(2), 46–56. http://dx.doi.org/10.5430/ijba.v4n2p46.
7. Arslan, A. (2019). The mediating role of prospective teachers’ teaching self-efficacy between self-efficacy sources and attitude towards teaching profession. International Journal of Educational Methodology, 5(1), 87-96. https://doi.org/10.12973/ijem.5.1.101.
8. Avanzi, L., Miglioretti, M., Velasco, V., Balducci, C., Vecchio, L., Fraccaroli, F., & Skaalvik, E. M. (2013). Cross-validation of the Norwegian Teacher’s Self-Efficacy Scale (NTSES). Teaching and Teacher Education, 31, 69-78. https://doi.org/10.1016/j.tate.2013.01.002.

9. Avery, L. M., & Meyer, D. Z. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice elementary teachers’ self-efficacy for science and science teaching. School Science and Mathematics, 112(7), 395–409. https://doi.org/10.1111/j.1949-8594.2012.00159.x.
10. Aytekin, C., Turkmenoglu, H., & Arikan, N. (2017). Adaptation of math and science teaching anxiety scale to Turkish. Journal of Kirsehir Education Faculty, 18(3), 2147-1037.
11. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191.
12. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
13. Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, Connecticut: Information Age Publishing.
14. Baycan, F. A. (1985). Analysis of some aspects of job satisfaction among people working in different groups. [Unpublished master dissertation]. Bogazici University.
15. Bozeman, T. D., Scogin, S., & Stuessy, C. L. (2013). Job satisfaction of high school science teachers: Prevalence and association with teacher retention. Electronic Journal of Science Education, 17(4), 1-19.
16. Brezicha, K., Bergmark, U., & Mitra, D. L. (2015). One size does not fit all: Differentiating leadership to support teachers in school reform. Educational Administration Quarterly, 51(1), 96–132. https://doi.org/10.1177/0013161x14521632.
17. Burke, R. J., & El-Kot, G. (2010). Work engagement among managers and professionals in Egypt: Potential antecedents and consequences. African Journal of Economic and Management Studies, 1(1), 42-60.
18. Byrne, B. M. (2012). Structural equation modeling with MPLUS. New York: Routledge.
19. Cakmak, M. (2008). Concerns about teaching process: Student teachers’ perspective. Educational Research Quarterly, 31(3), 57-77.
20. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, W. H. A. (2012). Self-efficacy, job satisfaction, motivation, and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27, 115–132. https://doi.org/10.1007/s10212-011-0069-2. Capa, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science, 30(137), 74–81.
21. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95(4), 821–832. https://doi.org/10.1037/0022-0663.95.4.821.
22. Carpenter, D. (2015). School culture and leadership of professional learning communities. International Journal of Educational Management, 29(5), 682–694. https://doi.org/10.1108/IJEM-04-2014-0046.
23. Chaaban, Y., & Du, X. (2017). Novice teachers’ job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools. Teaching and Teacher Education, 67, 340-350. https://doi.org/10.1016/j.tate.2017.07.002.
24. Chiu, T. K., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327. https://doi.org/10.1080/10494820.2015.1113709.
25. Clement, M., & Vandenberghe, R. (2000). Teachers’ professional development: a solitary or collegial (ad)venture? Teaching and Teacher Education, 16(1), 81-101. https://doi.org/10.1016/S0742-051X(99)00051-7.
26. Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.
27. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
28. Cribbin, J. J. (1972). Effective Managerial Leadership. New York: American Management Association.
29. Czerniak, C. M. (1989). An investigation of the relationships among science teaching anxiety, selfefficacy, teacher education variables, and instructional strategies. [Unpublished doctoral dissertation]. Ohio State University.
30. Czerniak, C. M., & Chiarelott L. (1990). Teacher education for effective science instruction- A social cognitive perspective. Journal of Teacher Education, 41(1), 49-58. https://doi.org/10.1177/002248719004100107.
31. Czerniak, C. M., & Haney, J. J. (1998). The effect of collaborative concept mapping on elementary preservice teachers’ anxiety, efficacy, and achievement in physical science. Journal of Science Teacher Education, 9(4), 303-320. https://doi.org/10.1023/A:1009431400397.
32. Czerniak, C. M., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7(4), 247-266. https://doi.org/10.1007/BF00058659.
33. Demir, S. (2018). The relationship between psychological capital and stress, anxiety, burnout, job satisfaction and job involvement. Eurasian Journal of Educational Research, 18(75), 137-154. https://doi.org/10.14689/ejer.2018.75.8.
34. Desouky, D., & Allam, H. (2017). Occupational stress, anxiety and depression among Egyptian teachers. Journal of Epidemiology and Global Health, 7(3), 191-198. https://doi.org/10.1016/j.jegh.2017.06.002.
35. Dinham, S., & Scott, C. (1998). A three-domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36(4), 362–378.
36. Du, W., Liu, D., Johnson, C. C., Sondergeld, T. A., Bolshakova, V. L., & Moore, T. J. (2019). The impact of integrated STEM professional development on teacher quality. School Science and Mathematics, 119(2), 105-114. https://doi.org/10.1111/ssm.12318.
37. Duan, X., Du, X., & Yu, K. (2018). School culture and school effectiveness: The mediating effect of teachers’ job satisfaction. International Journal of Learning, Teaching and Educational Research, 17(5), 15-25. https://doi.org/10.26803/ijlter.17.5.2.
38. Duffy, R. D., & Lent, R. W. (2009). Test of a social cognitive model of work satisfaction in teachers. Journal of Vocational Behavior, 75(2), 212-223.
39. Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90, 695-706.
40. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551.
41. Febriantina, S., Suparno, M., & Aliyyah, R. R. (2020). How school culture and teacher’s work stress impact on teacher’s job satisfaction. International Journal of Learning, Teaching and Educational Research, 19(8), 409-423. https://doi.org/10.26803/ijlter.19.8.22.
42. Federici, R. A., & Skaalvik, E. M. (2012). Principal self-efficacy: Relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15(3), 295-320.
43. Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching and Learning, 8(1), 27–42. https://doi.org/10.22329/JTL.V8I1.2896.
44. Ghaffar, S., Hamid, S & Thomas, M. (2019). The impact of teacher’s self-efficacy on student’s motivation towards science learning. Review of Economics and Development Studies, 5(2), 225-234. https://doi.org/10.26710/reads. v5i2.540.
45. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582.
46. Gilbert, R. B., 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.
47. Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151–161. https://doi.org/10.1016/j.tate.2014.12.011.
48. Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to defne, assess, and transform it. Alexandria, VA: ASCD.
49. Gursoy, N. (2013). The effect of job satisfaction and burn-out status on hospital employees’ family life: The case of housekeeping personnel [Master dissertation] Hacettepe University.
50. Hasselquist, L., Herndon, K., & Kitchel, T. (2017). School culture’s influence on beginning agriculture teachers’ job satisfaction and teacher self-efficacy. Journal of Agricultural Education, 58(1), 267-279. https://doi.org/10.5032/jae.2017.01267.
51. Hazır-Bıkmaz, F. (2002). Self-efficacy belief instrument in science teaching. Educational Sciences and Practice, 1(2). 197-210.
52. Hean, S., & Garrett, R. (2001) Sources of job satisfaction in science secondary school teachers in Chile. Compare: A Journal of Comparative and International Education, 31(3), 363–379. https://doi.org/10.1080/03057920120098491.
53. Heba, E. D., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM integration in schools: Views from in-service science teachers. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2459-2484. https://doi.org/10.12973/eurasia.2017.01235a.
54. 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.
55. Hooper, D., Coughlan, J., & Mullen, M. R. (2008, June). Evaluating model ft: A synthesis of the structural equation modeling literature. In Paper present at the 7th European conference on research methodology for business and management studies. Regent’s College, London, United Kingdom
56. Huberman, M. (1989). The professional life cycles of teachers. Teacher College Record, 91(1), 31-58.
57. Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
58. Johnson, R. B., & Christensen, L. B. (2014). Educational research: Quantitative, qualitative, and mixed approaches (5th ed.). Los Angeles, CA: Sage.
59. Johnson, W. L., Snyder, K. J., Anderson, R. H., & Johnson, A. M. (1996). School work culture and productivity. Journal of Experimental Education, 64(2), 139-156. https://doi.org/10.1080/00220973.1996.9943800.
60. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
61. Kahraman, N. (2014). Investigating the relationship between science teachers’ self-efficacy, work environment and their job satisfaction based on TIMSS 2011. Journal of Theory and Practice in Education, 10(4), 1091-1101.
62. Kahraman, M., & Polat D. (2017). Anxiety scale for science teachers’ laboratory work and teaching: Validity and reliability analyses. Journal of Uludag University of Faculty of Education, 30(2), 757-780.
63. Katsantonis, I. G. (2020). 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.
64. Kazempour, M. (2014). I can’t teach science! A case study of an elementary pre-service teacher’s intersection of science experiences, beliefs, attitude, and self-efficacy. International Journal of Environmental & Science Education, 9(1), 77–96. https://doi.org/10.12973/ijese.2014.204a.
65. Kazempour, M., & Sadler, T. D. (2015). Pre-service teachers’ beliefs, attitudes, and self-efficacy: A multi-case study. Teaching Education, 26(3), 247–271. https://doi.org/10.1080/10476210.2014.996743.
66. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/ a0019237.
67. Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129.
68. Klem, L. (2000). Structural equation modeling. In L. G. Grimm, & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics, (pp. 227-260). Washington, DC: American Psychological Association.
69. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York: The Guilford Press.
70. Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702–715. https://doi.org/10.1037/0022-0663.100.3.702.
71. Kursun, A. T., & Yilmaz, E. (2020). Investigation of the relationship between school culture and job satisfaction: A meta-analysis study. Research on Education and Psychology (REP), 4(Special Issue), 1-17.
72. Kurt, N., & Demirbolat, A. O. (2019). Investigation of the relationship between psychological capital perception, psychological well-being, and job satisfaction of teachers. Journal of Education and Learning, 8(1), 87-99. https://doi.org/10.5539/jel.v8n1p87.
73. Little, A. W., & Green, A. (2009). Successful globalisation, education and sustainable development. International Journal of Educational Development, 29(2), 166–174.
74. Malinen, O.-P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: a longitudinal study. Teaching and Teacher Education, 60, 144–152. https://doi.org/10.1016/j.tate.2016.08.012.
75. Manalo, R. A., de Castro, B., & Uy, C. (2020). The mediating role of job satisfaction on the effect of motivation to organizational commitment and work engagement of private secondary high school teachers in Metro-Manila. Review of Integrative Business and Economics Research, 9, 133-159.
76. Marz, V., & Kelchtermans, G. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and Teacher Education, 29, 13–24. https://doi.org/10.1016/j.tate.2012.08.004.
77. McKinnon, M., & Lamberts, R. (2014). Influencing STSEB of primary school teachers: A longitudinal case study. International Journal of Science Education, 4(2), 172–194. https://doi.org/10.1080/21548455.2013.793432.
78. Meiring, L. F. (2019). Foundation phase science teacher identity: Exploring evolutionary module development to promote STSE. South African Journal of Childhood Education, 9(1), 1–11. https://doi.org/10.4102/sajce.v9i1.603.
79. Menon, D., & Sadler, T.D. (2018). Sources of STSE for preservice elementary teachers in science content courses. International Journal of Science and Mathematics Education, 16, 835-855. https://doi.org/10.1007/s10763-017-9813-7.
80. Min, M. (2019). School culture, self-efficacy, outcome expectation, and teacher agency toward reform with curricular autonomy in South Korea: A social cognitive approach. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2019.1626218.
81. Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29, 795–833. https://doi.org/10.1007/s10648-016-9378-y.
82. Mostafa, T. & Pal, J. (2018). Science teachers’ satisfaction: Evidence from the PISA 2015 teacher survey. OECD Education Working Papers, No. 168, OECD Publishing, Paris. http://dx.doi.org/10.1787/1ecdb4e3-en.
83. Nagar, K. (2012). Organizational commitment and job satisfaction among teacher during times of burnout. Vikalpa: The Journal for Decision Makers, 37(2), 43–60.
84. Nayak, R. D. (2014). Anxiety and mental health of software professionals and mechanical professionals. International Journal of Humanities and Social Science Invention, 3(2), 52–56.
85. Nigama, K., Selvabaskar, S, Surulivel, S. T., Alamelu, R., & Joice, D. (2018). Job satisfaction among schoolteachers. International Journal of Pure and Applied Mathematics, 119(7), 2645-2655.
86. Novak, E., & Wisdom, S. (2018). Effects of 3D printing project-based learning on preservice elementary teachers’ science attitudes, science content knowledge, and anxiety about teaching science. Journal of Science Education and Technology, 27(5), 412–432. https://doi.org/10.1007/s10956-018-9733-5.
87. Pajares, F. (2002). Self-efficacy beliefs in academic contexts: An outline. http://des.emory.edu/mfp/efftalk.html.
88. Prasetyo, A. P. B., Alimah, S., Angraito, Y. U., & Saptono, S. (2019). Exploring school culture experienced by science teacher in promoting scientific literacy in Central Java. Journal of Physics: Conference Series, 1321(3).
89. Putwain, D., & Von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from curriculum changes and teacher stress. Educational Psychology, 39(1), 51–64. https://doi.org/10.1080/01443410.2018.1500681.
90. Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116-126. https://doi.org/10.1016/j.tate.2010.07.008.
91. Riggs, I., & Enochs, L. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74, 625-638.
92. Russell, E. M., Williams, S. W., & Gleason-Gomez, C. (2010). Teachers’ perceptions of administrative support and antecedents of turnover. Journal of Research in Childhood Education, 24(3), 195-208. https://doi.org/10.1080/02568543.2010.487397.
93. Sandholtz, J. H., & Ringstaff, C. (2014). Inspiring instructional change in elementary school science: The relationship between enhanced self-efficacy and teacher practices. Journal of Science Teacher Education, 25(6), 729–751. https://doi.org/10.1007/s10972-014-9393-0.
94. Seashore Louis, K., & Lee, M. (2016). Teachers’ capacity for organizational learning: The effects of school culture and context. School Effectiveness and School Improvement, 27(4), 534–556. https://doi.org/10.1080/09243453.2016.1189437.
95. Senler, B. (2016). Pre-service science teachers’ self-efficacy: the role of attitude, anxiety and locus of control. Austrailian Council for Educational Research, 60(1), 26–41.
96. Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038. https://doi.org/10.1016/j.tate.2011.04.001.
97. Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PRO.114k14x.
98. Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785–1799. https://doi.org/10.4236/ce.2016.713182.
99. Skaalvik, E. M., & Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: Relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Creative Education, 10(7), 1400-1424. https://doi.org/10.4236/ce.2019.107104.
100. Song, S., & Mustafa, M. (2015). Factors impacting on teachers’ job satisfaction related to science teaching: A mixed methods study. Science Education International, 26(3), 358-375.
101. Suebsing, S., & Nuangchalerm, P. (2021). Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program. Jurnal Pendidikan IPA Indonesia, 10(2), 171-177.
102. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
103. Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018). The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education. Teaching and teacher education, 71, 190-205. https://doi.org/10.1016/j.tate.2017.12.014.
104. Thomas, B. (2006). Composition studies and teaching anxiety: A pilot study of teaching groups and discipline- and program-specific triggers. [Unpublished doctoral dissertation]. Bowling Green University.
105. Teig, N., Scherer, R., & Nilsen, T. (2019). I know I can, but do I have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science. Frontiers in Psychology, 10, 1–17. https://doi.org/10.3389/fpsyg.2019.01697.
106. Telef, B. B. (2011). The study of teachers’ self-efficacy, job satisfaction, life satisfaction and burnout. Elementary Education Online, 10(1), 91-108.
107. Telman, N., & Unsal, P. (2004). Çalışan memnuniyeti [Employee satisfaction]. Epsilon Yayınevi.
108. Terzi, A. R. (2005). Organizational culture in primary schools. Educational Administration: Theory and Practice, 43(43), 423-442.
109. Tschannen-Moran, M., Hoy, A., & Hoy, W. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202.
110. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive concept. Teaching and Teacher Education, 17(7), 783−805. https://doi.org/10.1016/S0742-051X(01)00036-1. Turker, Y., & Kahraman, U. (2021). School climate and self-efficacy as predictor of job satisfaction. Journal of Theoretical Educational Science, 14(4), 548-569. http://doi.org/10.30831/akukeg.901457.
111. Ucak, E., & Say, S. (2019). Examining the reasons of science course anxiety in secondary school students. Mehmet Akif Ersoy University Journal of Education Faculty, 50, 71−89. https://doi.org/10.21764/maeuefd.393854.
112. 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.
113. Wang, K., Chen, Z., Luo, W., Li, Y., & Waxman, H. (2018). Examining the differences between the job satisfaction of STEM and non-STEM novice teachers with leaving intentions. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2329-2341. https://doi.org/10.29333/ejmste/89516.
114. 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. Wang, H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre- College Engineering Education Research, 1(2), 1-13. https://doi.org/10.5703/1288284314636.
115. Weiss, D. J., Dawis, R. V., England, G. W., & Lofquist, L. H. (1967). Manual for the Minnesota Satisfaction Questionnaire. Industrial Relations Center, University of Minnesota.
116. Won, S. D., & Chang, E. J. (2020). The relationship between school violence-related stress and quality of life in schoolteachers through coping self-efficacy and job satisfaction. School Mental Health, 12(1), 136-144. https://doi.org/10.1007/s12310-019-09336-y.
117. Yang, X. & Wang, Q. (2019). Factors influencing science teachers’ self-efficacy. International Journal of Environmental & Science Education, 14(8), 445-454.
118. Yang, W., Wu, R., & Li, J. (2021). Development and validation of the STEM Teaching Self-efficacy Scale (STSS) for early childhood teachers. Current Psychology, 1-9.
119. 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.
120. Yuruk, N. (2011). The predictors of pre-service teachers’ anxiety about teaching science. Journal of Baltic Science Education, 10(1), 17–26.
121. Zakariya, Y. F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: A structural multigroup invariance approach. International Journal of STEM Education, 7(10). https://doi.org/10.1186/s40594-020-00209-4.
122. Zee, M., & Koomen, H. M. (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. Zembylas, M., & Papanastasiou, E. (2006). Sources of teacher job satisfaction and dissatisfaction in Cyprus. Compare: A journal of Comparative and International Education, 36 (2), 229-247. http://dx.doi.org/10.1080/03057920600741289.