engleski

WHAT MAKES TEACHERS ENTHUSIASTIC? THE INTERPLAY OF POSITIVE AFFECT, SELF-EFFICACY AND JOB SATISFACTION

Teacher enthusiasm is a key feature of effective high-quality teaching since it promotes a range of students’ cognitive, affective and motivational outcomes (e.g. enjoyment, intrinsic motivation, recall, learning, etc.). Given the importance of teacher enthusiasm, it is useful knowing which individual teacher job-related characteristics can lead to increased teacher enthusiasm. Previous research focused on some of these factors, but failed to take into account their possible dynamic influences in predicting teacher self-efficacy. Therefore, the aim of the present study was to examine the interplay of motivational (i.e. teacher selfefficacy), affective (i.e. positive affect) and well-being factors (i.e. job satisfaction) in shaping teacher enthusiasm over time. A total of 536 Croatian high-school teachers (402 female ; Mage=42.61, SDage=10.37) participated in a follow-up study with a time lag of approximately six months. At the first time point, data on teacher positive affect experienced at work, job satisfaction and self-efficacy were collected. At the second time point, in addition to positive affect, job satisfaction and self-efficacy, data on teacher enthusiasm were obtained. The results of a crosslagged analysis showed that teacher positive affect experienced at work at first assessment point positively predicts both teacher self-efficacy and job satisfaction reported six months later. In addition, higher levels of self-efficacy, positive affect and job satisfaction were related to greater teacher enthusiasm. The results of this study emphasize the importance of teacher positive affective experiences at work that may have the key role in raising teacher job satisfaction and sense of efficacy over time, which, in turn, and in addition to positive affect, contribute to higher levels of experienced teacher enthusiasm.

teacher enthusiasm, positive affect, self-efficacy, job satisfaction

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