Influences of educational and personal contexts on self-efficacy and job satisfaction of public elementary school teachers
Bibliographic record
Abstract
Enhancing teachers’ performance and sense of fulfillment in their roles is essential for advancing educational quality and promoting their overall well-being. This study investigates the determinants of teachers’ self-efficacy within a supportive school culture, as well as the factors influencing their job satisfaction, focusing on both educational and personal contexts among public elementary school teachers within a supportive school culture, focusing on educational and personal contexts. Utilizing a sample of 97 teachers from 13 schools in the Philippines, the research employs a causal-comparative design and surveys to gather data. The Kruskal-Wallis test results indicate no significant differences in self-efficacy and job satisfaction across age groups. The Mann-Whitney U test reveals a significant difference in self-efficacy between male and female teachers, with the latter reporting higher levels, while no significant gender differences were observed in job satisfaction. Likewise, no significant differences were found across career stages in both efficacy and satisfaction. A multivariate analysis of variance reveals that a supportive school culture has a significant impact on teachers’ self-efficacy and also on their job satisfaction. These results emphasize the critical role of nurturing a supportive school environment to enhance teacher well-being and effectiveness. The study provides valuable insights and practical recommendations for improving educational quality and teacher satisfaction through targeted interventions in school culture and opportunities for career advancement.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".