Middle School Teacher Instructional Self-Efficacy and Job Satisfaction

Abstract

The purpose of the study was to investigate the relationship between teacherinstructional self-efficacy and job satisfaction of middle school teachers. This study wasdesigned to determine the correlation between teacher instructional self-efficacy and jobsatisfaction and how the relationship changes based on a teacher’s level of experience,content, and gender. Building upon work in teacher instructional self-efficacy and jobsatisfaction research question one examined the correlation of teacher instructional selfefficacy and job satisfaction. Research questions two through four were developed todetermine the effect of teacher experience, teacher content area, and gender. Thequantitative correlational design sample included 103 middle school teachers employedin District XYZ at the time of the study. The first finding indicates a relationshipbetween instructional self-efficacy and job satisfaction. The study also suggests that therelationship between instructional self-efficacy and job satisfaction was not differentbased on years of experience. Also, findings indicate no statistical significance betweenfemale teachers and male teachers. Last, the study revealed that for both core and noncore teachers, difference in the correlation between the two variables was not statisticallysignificant. Further research is needed to identify the factors leading to the differences inthe relationship between teacher instructional self-efficacy and job satisfaction.