Teacher Self-Efficacy, Goal Orientations, and Work Satisfaction in Traditional and Virtual Classroom
DOI:
https://doi.org/10.46328/ijte.5836Keywords:
Classroom, Goal orientations, Mediation analysis, Self-efficacy, Work satisfactionAbstract
The aim of this study was to examine the potential differences in teachers' self-efficacy self-assessment, goal orientations, and work satisfaction in the teaching process implemented in a traditional and in a virtual classroom, with regard to sociodemographic features (gender, years of teaching experience, place of work). The mediation role of self-efficacy between goal orientations and work satisfaction was also examined, especially regarding a traditional and a virtual classroom. The study included 445 participants, mainly primary school teachers from all parts of the Republic of Croatia. The following research instruments were applied: Teacher Self-Efficacy Scale, Work Domain Goal Orientation Scale and Job satisfaction questionnaire. The study was conducted as a quantitative correlational study. The findings revealed that the teachers ranked higher the teaching process implemented in a traditional classroom than in a virtual classroom, and that there are differences in terms of gender and place of work in both types of the teaching context, while differences in terms of the years of teaching experience were found only in a traditional classroom. The results of a mediation analysis indicate that self-efficacy is a significant mediator between goal orientations and work satisfaction.
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