Teacher job satisfaction in the light of career stages and self-efficacy

Pages: 396-401
Rituparna Basak and Anjali Ghosh (Psychology Research Unit, Indian Statistical Institute, Kolkata)

In the present scenario with the rapid pace of changes in the society teachers are the yardstick who help schools to adjust with these changes. They are dynamic force of the school. On them rests the most crucial role that is failure or the success of the system. Fulfilment of these crucial roles depends on how perfectly and satisfactorily they do their jobs. This satisfaction is influenced by the stages where the teachers belong i.e. career stages and along with this teachers’ belief about their ability to perform a specific task i.e. their self-efficacy. The purpose of this study is to explore relationship of job satisfaction with career stages and self-efficacy in different groups of school teachers selected from different school of Kolkata, India. Another objective is to see whether there any demographic variable play any major role on the job satisfaction of the teachers or not. 160 data were obtained from the school teachers of Kolkata. Career Stage Scale developed by McCormick, & Barnett, (2008) and Paula Lester’s Teacher job satisfaction questionnaire (1987) were used in the study. Results showed that job satisfaction is significantly and positively correlated with different career stages and self-efficacy. Hierarchical regression analysis indicated that job satisfaction can be significantly predicted by self-efficacy and most of the career stages. This study indicated an impact of different career stages on job satisfaction of school teachers and showed teachers in stocktaking stage are highly satisfied with their jobs. This study also highlighted importance of self-efficacy on job satisfaction. Teachers who have high self-efficacy beliefs are highly satisfied with their job. It helps to understand the importance of different demographic factors and the background reasons on job satisfaction of teachers.