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Mediating Role of Teaching Self-Efficacy in the Relationship Between Teaching Autonomy and Teacher Job Satisfaction

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  • Additional Information
    • Publication Information:
      Saint Joseph College, 2025.
    • Publication Date:
      2025
    • Collection:
      LCC:Education
    • Abstract:
      Drawing on the Self-Determination Theory and the Social Cognitive Theory, this study examined the mediating effect of self-efficacy between teaching autonomy and job satisfaction in a Philippine aviation college. Data was collected through a census survey of 78 aviation instructors. Hayes’ PROCESS macro was utilized to test the mediation between the two variables; post-hoc power was 0.956. The study found that autonomy influenced self-efficacy (β=0.43, p=0.001) and job satisfaction (β=0.32, p=0.002). Self-efficacy also influenced satisfaction (β=0.43, p=0.001). The indirect effect accounts for 35% of autonomy’s total effect on job satisfaction which indicates partial mediation. The results suggest that providing instructors with an autonomy-supportive environment fosters better confidence in their teaching ability, which positively influences job satisfaction.
    • File Description:
      electronic resource
    • ISSN:
      2960-3714
      2960-3722
    • Relation:
      https://www.ujer.org/vol-4-no-2/mediating-role-of-teaching-self-efficacy-in-the-relationship-between-teachi; https://doaj.org/toc/2960-3714; https://doaj.org/toc/2960-3722
    • Accession Number:
      edsdoj.5f71eff52cee4e19a183ee2689ffe10d