The relationships between teacher self-efficacy beliefs, teacher job satisfaction, socioeconomic status and student academic success
Doctor of Education (Ed.D.)
James H. Stronge
The major purpose of this study was to assess the relationships between the perceptions of self-efficacy of a school's teachers, the job satisfaction of a school's teachers, the academic achievement of a school's students, and a school's socioeconomic status.;The theoretical base for this study centers around the work of Bandura (1982, 1995) in the area of teacher self efficacy. Additionally, Herzberg, Mausner, and Snyderman's (1959) Motivation/Hygiene Theory and Maslow's (1968) Motivation Theory provide the theoretical base for the area of teacher job satisfaction.;Teacher self-efficacy and job satisfaction data were collected through teacher completion of paper/pencil questionnaires. Student academic achievement was measured using schools' scores on the May 2000 5th grade Virginia Standards of Learning assessments in the areas of math, science, social studies, and English (reading/literature/writing). A school's socioeconomic status was measured by the number of students receiving free or reduced lunch. Data on student academic success on the 5th grade Standards of Learning tests and the schools' socioeconomic status were gathered from the Director of Research and Planning of the targeted county and from the Virginia Department of Education's website. Analysis was made by computing correlation coefficients using the Pearson r, computing several t-tests, and by comparing the means of the subscales on the Teacher Job Satisfaction.;The relationships between teacher efficacy and all other variables were found to be not significant, and there was not a significant difference between at-risk and non at-risk schools in the area of teacher efficacy. Student achievement and socioeconomic status were significantly related. A curvilinear relationship was observed between teacher job satisfaction and socioeconomic status with the subscales of "supervision" and "pay" accounting for this relationship. Further, at-risk and non at-risk schools differed significantly in the area of job satisfaction.
© The Author
Gresham, Dana Elizabeth, "The relationships between teacher self-efficacy beliefs, teacher job satisfaction, socioeconomic status and student academic success" (2001). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618865.
Educational Administration and Supervision Commons, Industrial and Organizational Psychology Commons