Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale
Abstract: Teachers’ self-efficacy has widely recognized as a strong contributor to the student achievement and teachers’ psychological well-being. A large body of research has focused on individual’s self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conducted and showed that Collective Teacher Efficacy Scale had a two-factor structure. The results also indicated that collective teacher efficacy had a positive significant relationship with teacher’s job satisfaction. Implications and directions for future research are suggested
- Standort
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Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
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Online-Ressource
- Sprache
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Englisch
- Anmerkungen
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Veröffentlichungsversion
begutachtet (peer reviewed)
In: Journal of Contemporary Education Theory & Research ; 3 (2019) 2 ; 29-33
- Klassifikation
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Erziehung, Schul- und Bildungswesen
- Ereignis
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Veröffentlichung
- (wo)
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Mannheim
- (wer)
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SSOAR - Social Science Open Access Repository
- (wann)
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2019
- Urheber
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Vatou, Anastasia
Vatou, Athina
- DOI
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10.5281/zenodo.3635040
- URN
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urn:nbn:de:0168-ssoar-66356-2
- Rechteinformation
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Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
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25.03.2025, 13:47 MEZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
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Beteiligte
- Vatou, Anastasia
- Vatou, Athina
- SSOAR - Social Science Open Access Repository
Entstanden
- 2019
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