Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction

Aldridge, J. M., Laugksch, R. C., & Fraser, B. J. (2006). School-level environment and outcomes-based education in South Africa. Learning Environments Research, 9, 123–147. Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95. Armor, P., Conry-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., et al. (1976). Analysis of the school preferred reading program in selected Los Angeles minority schools (Los Angeles Unified School District). Santa Monica, CA: RAND. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajaras & T. Urdan (Eds.), Self-efficacy beliefs for adolescents (pp. 307–337). Greenwich, CT: Information Age Publishers. Barclay, D., Higgins, C., & Thompson, R. (1995). The Partial Least Squares (PLS) approach to causal modeling: Personal computer adoption and use and an illustration. Technology Studies, 2, 285–309. Bass, B. M., & Avolio, B. J. (1990). Developing transformational leadership: 1992 and beyond. Journal of European Industrial Training, 14, 21–27. Berman, P., & McLaughlin, M.W. (1977). Federal programs supporting educational change, Vol. III: Factors affecting implementation and continuation (Report No. R-1589/7 HEW). Santa Monica, CA: Rand Corporation. Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29(1), 45–68. Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37, 662–683. Brady, P. (2006). Inclusionary and exclusionary secondary schools: The effect of school culture on student outcomes. Interchange, 36, 295–311. Brookover, W. B. (1985). Can we make schools effective for minority students? The Journal of Negro Education, 54, 257–268. Brookover, W. B., Schweitzer, J. H., Schneider, J. M., Beady, C. H., Flood, P. K., & Wisenbaker, J. M. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15, 301–318. Bryk, A., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40–44. Burden, R., & Fraser, B. (1994). Examining teachers’ perceptions of their working environments: Introducing the School Level Environment Questionnaire. Educational Psychology in Practice, 10(2), 67–71. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832. Caprara, G. B., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490. Cavanagh, R.F., & Dellar, G.B. (1996, April). The development of an instrument for investigating school culture. Paper presented at the annual meeting of the American Educational Research Association, New York. Chen, W. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education and Society, 40(5), 17–31. Coyle, H. E. (2008). Bridges and barriers to successful bullying prevention programme implementation. Journal of School Violence, 7(2), 105–122. Creemers, B. P. M., & Reegitz, G. J. (2005). Linking school effectiveness and school improvement: The background and outline of the project. School Effectiveness & School Improvement, 16, 359–371. Cresswell, J., & Fisher, D. (1998, April). A qualitative description of teachers’ and principals’ perceptions of interpersonal behavior and school environment. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Daly, T. (2008). School culture and values-related change: Towards a critically pragmatic conceptualisation. Irish Educational Studies, 27(1), 5–27. Deal, T. E., & Peterson, K. D. (1999). Shaping school culture: The heart of leadership. San Francisco: Jossey-Bass Inc. Deemer, S. A., & Minke, K. M. (1999). An investigation of the factor structure of the Teacher Efficacy Scale. The Journal of Educational Research, 93(1), 3–10. Dellinger, A. B. (2005). Validity and the review of the literature. Research in Schools, 12(2), 41–54. Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24, 751–766. Denzine, G. M., Cooney, J. B., & McKenzie, R. (2005). Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers. British Journal of Educational Psychology, 75, 689–708. Dinham, S. (1995). Time to focus on teacher satisfaction. Unicorn, 21(3), 64–75. Docker, J. G., Fraser, B. J., & Fisher, D. L. (1989). Differences in psychosocial work environment of different types of schools. Journal of Research in Childhood Education, 4, 5–7. Dorman, J. P., Fraser, B. J., & McRobbie, C. J. (1997). Relationship between school-level and classroom-level environments in secondary schools. Journal of Educational Administration, 35, 74–91. Falk, R. F., & Miller, N. B. (1992). A primer for soft modeling. Akron, OH: University of Akron Press. Fisher, D. L., & Fraser, B. J. (1983). Use of WES to assess science teachers’ perceptions of school environment. European Journal of Science Education, 5, 231–233. Fisher, D. L., & Fraser, B. J. (1990). School climate: Assessing and improving school environments (Set: Research Information for Teachers No. 2, Item 4). Melbourne: Australian Council for Educational Research. Fisher, D. L., & Fraser, B. J. (1991). School climate and teacher professional development. South Pacific Journal of Teacher Education, 19, 261–271. Fisher, D. L., Grady, N., & Fraser, B. J. (1995). Associations between school-level and classroom-level environment. International Studies in Educational Administration, 23, 1–15. Fornell, C., & Larker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50. Fraser, B. J., & Rentoul, A. J. (1982). Relationships between school-level and classroom-level environment. Alberta Journal of Educational Research, 28, 212–225. Fraser, B. J., Williamson, J., & Tobin, K. (1987). Use of classroom and school climate scales in evaluating alternative schools. Teaching and Teacher Education, 3, 219–231. Freiberg, H. J. (Ed.). (1999). School climate: Measuring, improving and sustaining healthy learning environments. London: Falmer Press. Fuchs, L. S., Fuchs, D., & Bishop, N. (1992). Instructional adaptation for students at risk. Journal of Educational Research, 86, 70–84. Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. K. (2001). Working in special education: Factors that enhance special educators’ intent to stay. Exceptional Children, 67, 549–567. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582. Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17(2), 153–169. Glickman, C. D., & Tamashiro, R. T. (1982). A comparison of first-year, fifth-year, and former teachers on efficacy, ego-development, and problem-solving. Psychology in the Schools, 19, 558–562. Greene, M. B. (2008). Reducing school violence: School-based curricular programs and school climate. The Prevention Researcher, 15(1), 12–16. Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4, 63–69. Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 4, 63–69. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall. Hall, B. W., Pearson, L. C., & Carroll, D. (1992). Teachers’ long-range teaching plans: A discriminant analysis. Journal of Educational Research, 85, 221–225. Hattie, J. (2003). Teachers make a difference: What is the research evidence? Melbourne, Australia: Australian Council for Educational Research. Retrieved March 25, 2008, from http://acer.edu Hemric, M., Eury, A. D., & Shellman, D. (2010). Correlations between perceived teacher empowerment and perceived sense of teacher self-efficacy. AASA Journal of Scholarship & Practice, 7(1), 37–50. Henson, R. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137–150. Herzberg, F., Mausner, B., & Snyderman, B. (1959). The motivation to work. New York: John Wiley. Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33, 290–311. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. Huang, S. L., & Fraser, B. J. (2009). Science teachers perceptions of the school environment: Gender differences. Journal of Research in Science Teaching, 46, 404–420. Idiris, S., & Fraser, B. J. (1997). Psychosocial environments of agricultural science classrooms in Nigeria. International Journal of Science Education, 19, 79–91. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534. Johnson, B., & Stevens, J. J. (2001). Exploratory and confirmatory factor analysis of the School-Level Environment Questionnaire (SLEQ). Learning Environments Research, 4, 325–344. Johnson, B., & Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 2, 111–122. Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of the revised School Level Environment Survey (SLEQ). Educational and Psychological Measurement, 67, 833–844. Johnson, C. E., & Templeton, R. A. (1999). Promoting peace in a place called school. Learning Environments Research, 2, 65–77. Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376–407. Kline, R. B. (2010). Principles and practices of structural equation modeling (3rd ed.). New York: Guilford Press. Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organization of schools on teachers’ efficacy and satisfaction. Sociology of Education, 64, 190–208. Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals can help to reform school cultures. School Effectiveness and School Improvement, 1, 249–280. Leithwood, K., Leonard, L., & Sharratt, L. (1998). Conditions fostering organizational learning in schools. Educational Administration Quarterly, 34, 243–246. Loup, K.S. (1994). Measuring and linking school professional learning environment characteristics, teacher self and organizational efficacy, receptivity to change, and multiple indices of school effectiveness. Retrieved from Dissertation Abstracts Online http://wwwlib.umi.com/dissertations/fullcit/9508589 MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73–84. Maeroff, G. (1988). The empowerment of teachers. New York: Teachers College Press. Meijer, C. J. W., & Foster, S. F. (1988). The effect of teacher self-efficacy on referral change. Journal of Special Education, 22, 378–385. Moe, A., Pazzaglia, F., & Ronconi, L. (2010). When being able is not enough: The combined value of positive affect and self-efficacy for job satisfaction in teaching. Teaching and Teacher Education, 26, 1145–1153. Moos, R. H. (1979). Evaluating educational environments: Procedures, measures, findings, and policy implications. San Francisco: Jossey-Bass. Moos, R. H. (1986). Manual for Work Environment Scale (2nd ed.). Palo Alto, CA: Consulting Psychologists Press. Muijs, D., & Reynolds, D. (2002). Teachers’ beliefs and behaviours: What really matters. Journal of Classroom Interaction, 37, 3–15. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York, NY: McGraw-Hill. OECD (Organisation for Economic Co-operation and Development). (2009). Creating effective teaching and learning environments: First results from TALIS—Executive summary. Retrieved September 18, from http://www.oecd.org/dataoecd/19/2/43021559.pdf Pajares, F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332. Pang, N. S. K. (1995). The development of the school values inventory. In R. Cotter & S. J. Marshall (Eds.), Research and practice in educational administration (pp. 160–186). Melbourne, VIC: Australian Council for Education Administration. Poulin, J. E., & Walter, C. A. (1992). Retention plans and job satisfaction of gerontological social workers. Journal of Gerontological Social Work, 19(1), 99–114. Rentoul, A. J., & Fraser, B. J. (1983). Development of a School-Level Environment Questionnaire. The Journal of Educational Administration, 21(1), 21–39. Reyes, P., & Shin, H. S. (1995). Teacher commitment and job satisfaction: A causal analysis. Journal of School Leadership, 5(1), 22–39. Rossmiller, R. A. (1992). The secondary school principal and teachers’quality of work life. Educational Management and Administration, 20(3), 132–146. Sailes, J. (2008). School culture audits: Making a difference in school improvement plans. Improving Schools, 11(1), 74–82. Saphier, J., & King, M. (1985). Good seeds grow in strong cultures. Educational Leadership, 42(6), 67–74. Sargent, T., & Hannum, E. (2005). Keeping teachers happy: Job satisfaction among primary school teachers in rural northwest China. Comparative Education Review, 49, 173–204. Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that’s the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress & Coping: An International Journal, 20, 177–196. Schoen, L. T., & Teddlie, C. (2008). A new model of school culture: A response to a call for conceptual clarity. School Effectiveness and School Improvement, 19, 129–153. Schumacker, R. E., & Lomax, R. G. (1996). A beginner’s guide to structural equation modeling. Mahwah, NJ: Lawrence Erlbaum. Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio (pp. 35–37). Windsor: NFER-NELSON. Schwarzer, R., Mueller, J., & Greenglass, E. (1990). Assessment of perceived general self-efficacy on the internet: Data collection in cyberspace. Anxiety, Stress and Coping, 12, 145–161. Shann, M. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92(2), 67–73. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy and teacher burnout. Journal of Educational Psychology, 99, 611–625. Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Eacher and Teacher Education, 25, 518–524. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 6, 1059–1069. Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029–1038. Smith, P., Kendall, L., & Hulin, C. (1969). The measurement of satisfaction in work and retirement: A strategy for the study of attitude. Chicago: Rand McNally. Snyder, K. J. (1988). Work culture profile. Tampa, FL: School Management Institute. Soodak, L. C., & Podell, D. M. (1993). Teacher efficacy and student problem as factors in special education referral. Journal of Special Education, 27, 66–81. Spector, P. E. (1997). Job satisfaction: Application, assessment, causes and consequences. London: Sage. Stoll, L., & Fink, D. (1996). Changing our schools. Buckingham: Open University Press. Teddlie, C., & Reynolds, D. (Eds.). (2000). The international handbook of school effectiveness research. New York: Falmer Press. Teo, T. (2009). Evaluating the intention to use technology among student teachers: A structural equation modeling approach. International Journal of Technology in Teaching Learning, 5(2), 106–118. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. Van Houtte, M. (2005). Climate or culture: A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16, 71–89. Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy and job satisfaction. Teacher Education and Special Education, 33, 225–233. Webster, B. J., & Fisher, D. L. (2003). School-level environment and student outcomes in mathematics. Learning Environments Research, 6, 309–326. Weiss, E. M. (1999). Perceived workplace condition and first-year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15, 861–879. Woolfolk, A. E., Rossoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148.