%0 Journal Article %T The Role of Teachers¡¯ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School %A Georgia Stephanou %A Georgios Gkavras %A Maria Doulkeridou %J Psychology %P 268-278 %@ 2152-7199 %D 2013 %I Scientific Research Publishing %R 10.4236/psych.2013.43A040 %X

This study aimed at investigating a) teachers¡¯ job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collective-efficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self- and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task- and self-related emotions; b) teachers¡¯ self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant %K Collective-Efficacy %K Emotions %K Job Satisfaction %K Self-Efficacy %U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=29237