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Izvorni znanstveni članak
https://doi.org/10.31820/pt.28.2.4

Relationship between Approaches to Teaching, Self-Efficacy, Life and Job Satisfaction, and Emotions in Elementary School Teachers

Tomislava Vidić   ORCID icon orcid.org/0000-0003-2040-2667 ; Osnovna škola Remete, Zagreb, Hrvatska
Dubravka Miljković   ORCID icon orcid.org/0000-0002-1616-0792 ; Sveučilište u Zagrebu, Učiteljski fakultet, Zagreb, Hrvatska

Puni tekst: hrvatski, PDF (373 KB) str. 291-312 preuzimanja: 550* citiraj
APA 6th Edition
Vidić, T. i Miljković, D. (2019). Povezanost pristupa poučavanju s percipiranom samoefikasnosti, zadovoljstvom poslom i životom te emocijama učitelja u osnovnoj školi. Psihologijske teme, 28 (2), 291-312. https://doi.org/10.31820/pt.28.2.4
MLA 8th Edition
Vidić, Tomislava i Dubravka Miljković. "Povezanost pristupa poučavanju s percipiranom samoefikasnosti, zadovoljstvom poslom i životom te emocijama učitelja u osnovnoj školi." Psihologijske teme, vol. 28, br. 2, 2019, str. 291-312. https://doi.org/10.31820/pt.28.2.4. Citirano 24.09.2021.
Chicago 17th Edition
Vidić, Tomislava i Dubravka Miljković. "Povezanost pristupa poučavanju s percipiranom samoefikasnosti, zadovoljstvom poslom i životom te emocijama učitelja u osnovnoj školi." Psihologijske teme 28, br. 2 (2019): 291-312. https://doi.org/10.31820/pt.28.2.4
Harvard
Vidić, T., i Miljković, D. (2019). 'Povezanost pristupa poučavanju s percipiranom samoefikasnosti, zadovoljstvom poslom i životom te emocijama učitelja u osnovnoj školi', Psihologijske teme, 28(2), str. 291-312. https://doi.org/10.31820/pt.28.2.4
Vancouver
Vidić T, Miljković D. Povezanost pristupa poučavanju s percipiranom samoefikasnosti, zadovoljstvom poslom i životom te emocijama učitelja u osnovnoj školi. Psihologijske teme [Internet]. 2019 [pristupljeno 24.09.2021.];28(2):291-312. https://doi.org/10.31820/pt.28.2.4
IEEE
T. Vidić i D. Miljković, "Povezanost pristupa poučavanju s percipiranom samoefikasnosti, zadovoljstvom poslom i životom te emocijama učitelja u osnovnoj školi", Psihologijske teme, vol.28, br. 2, str. 291-312, 2019. [Online]. https://doi.org/10.31820/pt.28.2.4

Sažetak
The aim of this study was to examine the relationship between approaches to teaching, teacher selfefficacy, life and job satisfaction and emotions. The study included 254 teachers from eight elementary schools in Zagreb. The results showed significant correlations between approaches to teaching and all three dimension of teacher self-efficacy (engagement, teaching strategies, classroom management). Job satisfaction is significantly related to the life satisfaction and positive emotions. Negative emotions are negatively related to life as well as job satisfaction. Teachers with studentcentered approach, compared with those teacher-centered, have a higher self-efficacy (in the dimension teaching strategy) and are more likely to experience positive emotions: interest, excitement, and attention. Lower grades teachers demonstrated greater engagement than higher grades teachers. Teachers with more than ten years of work, compared with those less experienced, have a higher student-centered approach and a higher teacher-centered approach and are more likely to experience pride and vigilance. On the other hand, teachers with ten or less than ten years of working experience are more frightened.

Ključne riječi
approaches to teaching; self-efficacy; life satisfaction; job satisfaction; emotions; elementary school teachers

Hrčak ID: 223183

URI
https://hrcak.srce.hr/223183

[hrvatski]

Posjeta: 1.163 *