THE MEDIATING EFFECT OF GENERAL ORGANIZATIONAL MEANS EFFICACY ON THE RELATIONSHIP BETWEEN JOB SATISFACTION AND PROFESSIONALISM AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS

Shiela Marie S. Peguit, Lyndon A. Quines

Abstract


This study aimed to determine the mediating effect of general organizational means efficacy on the relationship between job satisfaction and professionalism among public elementary school teachers. Using quantitative, non-experimental design via correlational technique, data were obtained from 313 elementary public-school teachers from the two districts, Kiblawan North and Kiblawan South, under the Division of Davao del Sur. The researcher utilized the total population technique and survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Path Analysis. From the result of the study, it was found out that there is a moderate level of mean scores for organizational culture and a high level for professionalism, as well as a high level for general organizational means efficacy. Also, results revealed a significant relationship between job satisfaction and professionalism, job satisfaction and general organizational means efficacy, and general organizational means efficacy and professionalism. Further, it was revealed that there was a partial mediation effect of general organizational means efficacy on the relationship between job satisfaction and professionalism. It implies that general organizational means efficacy conveys job satisfaction.

 

SDG Indicator: #4 (Quality Education)

 

Article visualizations:

Hit counter


Keywords


educational management, general organizational means efficacy, job satisfaction, professionalism, teachers, mediating effect, Philippines

Full Text:

PDF

References


Aydogmus, C., & Serce, S. Z. (2021). The effect of collective teacher efficacy on job satisfaction and burnout: The mediating role of job satisfaction. Educational Policy Analysis and Strategic Research, 16(3), 310–327. https://files.eric.ed.gov/fulltext/EJ1355432.pdf

Bakker, A. B., & Demerouti, E. (2007). The Job Demands-Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328. https://doi.org/10.1108/02683940710733115

Blau, P. M. (1964). Exchange and power in social life. Wiley.

Brown, K. M., & Wynn, S. R. (2019). Finding, supporting, and keeping: The role of the principal in teacher retention issues. Educational Leadership Quarterly, 44(1), 92–125. https://doi.org/10.1177/0013161X08330469

Burke, P. J., & Stets, J. E. (2009). Identity theory. Oxford University Press.

Cropanzano, R., & Mitchell, M. S. (2005). Social exchange theory: An interdisciplinary review. Journal of Management, 31(6), 874-900. https://doi.org/10.1177/0149206305279602

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. Retrieved from https://link.springer.com/book/10.1007/978-1-4899-2271-7

Evans, L. (2020). Professionalism and professional development: A new theory of teachers’ professional growth. Cambridge University Press.

Hargreaves, A., & Fullan, M. (2019). Professional capital: Transforming teaching in every school. Teachers College Press. Retrieved from https://books.google.ro/books/about/Professional_Capital.html?id=2sRWQxBBsj4C&redir_esc=y

Herzberg, F. (1959). The motivation to work. John Wiley & Sons. Retrieved from https://psycnet.apa.org/record/1960-04849-000

Kim, L. E., & Burić, I. (2020). Teacher self-efficacy and burnout: A longitudinal study on the role of job satisfaction. Educational Psychology, 40(1), 78–98. https://doi.org/10.1080/01443410.2019.1672871

Klassen, R. M., & Chiu, M. M. (2019). Effects on teachers’ self-efficacy and job satisfaction: Teacher stress and job engagement. Contemporary Educational Psychology, 45, 99–108. https://doi.org/10.1016/j.cedpsych.2018.11.003

Lee, J. C. K., & Nie, Y. (2014). Teachers’ perceptions of school culture and their organizational commitment and well-being in a Chinese school: A mediation model. Educational Psychology, 34(1), 9–23. https://doi.org/10.1080/01443410.2013.785044

Quines, L. A., & Piñero, M. Y. (2022). The mediating effect of job satisfaction on the relationship between teamwork skills and work values of teachers. European Journal of Education Studies, 9(12), 1–19. https://doi.org/10.46827/ejes.v9i12.4520

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. https://psycnet.apa.org/doi/10.1521/978.14625/28806

Skaalvik, E. M., & Skaalvik, S. (2020). Teacher job satisfaction and motivation: Relations with school context, feelings of belonging, and emotional exhaustion. Teaching and Teacher Education, 87, 102882. https://doi.org/10.1016/j.tate.2019.102882

Taris, T. W., & Schaufeli, W. B. (2016). The Job Demands-Resources model: A critical review of its application in work-related well-being. Psychology of Occupational Health and Safety, 7(2), 77–89. Retrieved from https://www.wilmarschaufeli.nl/publications/Schaufeli/411.pdf

Tschannen-Moran, M., & Hoy, W. K. (2021). The influence of trust on teacher self-efficacy and professionalism: A review of research findings. Educational Administration Quarterly, 47(3), 464–490. https://doi.org/10.1177/0013161X10371223

Viseu, J., de Jesus, S. N., Rus, C., & Pacheco, J. P. (2016). Job satisfaction and stress in teachers: The mediating role of self-efficacy. Educational Studies, 42(3), 219–231. https://doi.org/10.1080/03055698.2016.1153013

Wolomasi, A. K., Asaloei, S. I., & Werang, B. R. (2019). Job satisfaction and performance of elementary school teachers. International Journal of Evaluation and Research in Education, 8(4), 575–580. https://doi.org/10.11591/ijere.v8i4.20264




DOI: http://dx.doi.org/10.46827/ejes.v12i2.5825

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Shiela Marie S. Peguit, Lyndon A. Quines

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).