NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ957484
Record Type: Journal
Publication Date: 2012-Mar
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0256-2928
Self-Efficacy, Job Satisfaction, Motivation and Commitment: Exploring the Relationships between Indicators of Teachers' Professional Identity
Canrinus, Esther T.; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan
European Journal of Psychology of Education, v27 n1 p115-132 Mar 2012
This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers' professional identity. The present study contributes to the further development of a solid theory on teachers' professional identity, which has been lacking. (Contains 5 tables, 2 figures and 1 footnote.)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark