TY  - JOUR
AB  - Purpose– The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers. Design/methodology/approach– Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression. Findings– Results indicated that the predictor variables accounted for 22 per cent of variance in teachers’ job satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction. Practical implications– Perceived stress should be targeted in efforts to improve teachers’ job satisfaction. Originality/value– The results make an additional contribution to the literature by providing important information on the factors contributing to teachers’ job satisfaction in Ireland.
VL  - 28
IS  - 4
SN  - 0951-354X
DO  - 10.1108/IJEM-04-2013-0053
UR  - https://doi.org/10.1108/IJEM-04-2013-0053
AU  - Reilly Eithne
AU  - Dhingra Katie
AU  - Boduszek Daniel
PY  - 2014
Y1  - 2014/01/01
TI  - Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction
T2  - International Journal of Educational Management
PB  - Emerald Group Publishing Limited
SP  - 365
EP  - 378
Y2  - 2024/04/25
ER  -