Testing a Social Cognitive Model of Work Satisfaction among Teachers

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dc.contributor.advisorLent, Robert Wen_US
dc.contributor.authorDuffy, Ryan Den_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2010-01-16T06:32:35Z
dc.date.available2010-01-16T06:32:35Z
dc.date.issued2008en_US
dc.description.abstractThe purpose of the current study was to empirically test a new, integrative model of work satisfaction (Lent & Brown, 2006). The Lent and Brown (2006) work satisfaction model is composed of five hypothesized predictor variables: work conditions, goal progress, work-related self-efficacy, positive affect, and goal and efficacy relevant supports. Using a sample of 366 teachers, results revealed that this model was a strong fit for the data and accounted for 91% of the variance in work satisfaction. Additionally, of the five predictor variables, only work conditions, work-related self-efficacy, and positive affect were found to contribute unique variance. This suggests that teachers who are most satisfied with their jobs are those who have a generally positive disposition, are confident in their abilities to complete work-related tasks and goals, feel supported by their school, and feel that their work is a strong fit for their values and needs. Research and practice implications are suggested.en_US
dc.identifier.urihttp://hdl.handle.net/1903/9797
dc.subject.pqcontrolledSchool Counselingen_US
dc.subject.pquncontrolledsocial cognitive theoryen_US
dc.subject.pquncontrolledteachersen_US
dc.subject.pquncontrolledWork satisfactionen_US
dc.titleTesting a Social Cognitive Model of Work Satisfaction among Teachersen_US
dc.typeDissertationen_US

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