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Teachers' self-efficacy beliefs,self-esteem, and job stress as determinants of job satisfaction

机译：教师的自我效能感，自尊心和工作压力是工作满意度的决定因素

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Purpose - The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers. Design/methodology/approach - Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression. Findings - Results indicated that the predictor variables accounted for 22 per cent of variance in teachers' job satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction. Practical implications - Perceived stress should be targeted in efforts to improve teachers' job satisfaction. Originality/value - The results make an additional contribution to the literature by providing important information on the factors contributing to teachers' job satisfaction in Ireland.
机译：目的-本文的目的是在121个样本中研究教学自我效能感，感知压力，自尊和人口特征（年龄，性别，教育程度和教学经验的年限）在预测工作满意度中的作用。爱尔兰小学老师。设计/方法/方法-调查数据来自八所小学的老师。使用均值，相关性和多元回归的比较来检验假设。调查结果-结果表明，预测变量占教师工作满意度差异的22％。但是，仅发现压力能解释独特的预测差异，而高水平的职业压力与低水平的工作满意度有关。实际意义-应将感知压力作为目标，以提高教师的工作满意度。原创性/价值-通过提供有关影响爱尔兰教师工作满意度的因素的重要信息，结果为文献做出了额外贡献。

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