See Blockindiscussions, Blockinstats, Blockinand Blockinauthor Blockinprofiles Blockinfor Blockinthis Blockinpublication the Blockinsocial Blockincognitive Blockinmodel Blockinof Blockinjob Satisfaction Blockinamong Blockinteachers: Blockintesting Blockinand Validation

Abstract The study empirically tests an integrative model of work satisfaction ( Lent and Brown, 2006 , Duffy and Lent, 2009 , Lent et al., 2008 , Lent et al., 2011 ) in a sample of 5,022 teachers in Abu Dhabi in the United Arab Emirates. The study provided more support for the Lent and Brown (2006) model. Results revealed that this model was a strong fit for the data and accounted for 82% of the variance in work satisfaction. Of the five predictor classes, work conditions, goal progress, and positive affect were each found to explain unique predictive variance. This suggests that teachers who are most satisfied with their jobs see their work environment as supportive, experience positive goal progress, and report high levels of trait positive affect. Self-efficacy was related indirectly to work satisfaction (via work conditions and via goal progress). Goal support was also related indirectly to work satisfaction (via work conditions, and via self efficacy, but through goal progress. Implications of the findings for future research and efforts to promote teachers’ job satisfaction in Abu Dhabi are discussed.

[1]  Nicholas Sun-Keung Pang,et al.  School values and teachers’ feelings: a LISREL model , 1996 .

[2]  Claudio Barbaranelli,et al.  Efficacy beliefs as determinants of teachers' job satisfaction , 2003 .

[3]  R. P. McDonald,et al.  Test Theory: A Unified Treatment , 1999 .

[4]  W. Au,et al.  Teaching Satisfaction Scale , 2006 .

[5]  R. Eisenberger,et al.  Perceived organizational support: a review of the literature. , 2002, The Journal of applied psychology.

[6]  A. Bakker,et al.  Burnout and Work Engagement among Teachers. , 2006 .

[7]  A. H. Brayfield,et al.  AN INDEX OF JOB SATISFACTION , 1951 .

[8]  J. Schwartz,et al.  Sources of social support and burnout, job satisfaction, and productivity. , 2002, Journal of occupational health psychology.

[9]  J. Brunstein,et al.  Personal goals and subjective well-being: A longitudinal study. , 1993 .

[10]  A. Bakker,et al.  A 35-year follow-up study on burnout among Finnish employees. , 2011, Journal of occupational health psychology.

[11]  R. Lent,et al.  Social Cognitive Predictors of Domain and Life Satisfaction: Exploring the Theoretical Precursors of Subjective Well-Being. , 2005 .

[12]  R. Mueller,et al.  The effects of teaching experience and grade level taught on teacher stress: A LISREL analysis , 1991 .

[13]  Antonio M. Lopez,et al.  Social cognitive career theory and the prediction of interests and choice goals in the computing disciplines , 2008 .

[14]  M. Chiu,et al.  Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. , 2010 .

[15]  K. Yu.  Affective influences in person-environment fit theory: exploring the role of affect as both cause and outcome of P-E fit. , 2009, The Journal of applied psychology.

[16]  P. Bentler,et al.  Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives , 1999 .

[17]  V. Vroom.  Work and motivation , 1964 .

[18]  Brayfield,et al.  an Index of Job Satisfaction. , 1954 .

[19]  C. Cooper,et al.  The person-environment fit approach to stress: Recurring problems and some suggested solutions , 1990 .

[20]  A. Kristof-brown,et al.  CONSEQUENCES OF INDIVIDUALS' FIT AT WORK: A META-ANALYSIS OF PERSON-JOB, PERSON-ORGANIZATION, PERSON-GROUP, AND PERSON-SUPERVISOR FIT , 2005 .

[21]  Kennon M. Sheldon,et al.  Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model. , 1999, Journal of personality and social psychology.

[22]  E. Skaalvik,et al.  Dimensions of Teacher Self-Efficacy and Relations with Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. , 2007 .

[23]  R. Lent.  Toward a Unifying Theoretical and Practical Perspective on Well-Being and Psychosocial Adjustment. , 2004 .

[24]  Myron H. Dembo,et al.  Teacher efficacy: A construct validation. , 1984 .

[25]  Thomas R. Guskey,et al.  Context Variables that Affect Measures of Teacher Efficacy , 1987 .

[26]  Daniel Heller,et al.  Five-factor model of personality and job satisfaction: a meta-analysis. , 2002, The Journal of applied psychology.

[27]  D. S. Derue,et al.  The convergent and discriminant validity of subjective fit perceptions. , 2002, The Journal of applied psychology.

[28]  Remus Ilies,et al.  On the heritability of job satisfaction: the mediating role of personality. , 2003, The Journal of applied psychology.

[29]  Robert W. Lent,et al.  Relation of Contextual Supports and Barriers to Choice Behavior in Engineering Majors: Test of Alternative Social Cognitive Models. , 2003 .

[30]  M. Riggs,et al.  Development and Validation of Self-Efficacy and Outcome Expectancy Scales for Job-Related Applications , 1994 .

[31]  E. A. Locke,et al.  Personality and job satisfaction: the mediating role of job characteristics. , 2000, The Journal of applied psychology.

[32]  Gilad Chen,et al.  Examination of the Relationships among General and Work-Specific Self-Evaluations, Work-Related Control Beliefs, and Job Attitudes , 2004 .

[33]  Lyman W. Porter,et al.  Managerial attitudes and performance , 1968 .

[34]  E. Skaalvik,et al.  Does School Context Matter? Relations with Teacher Burnout and Job Satisfaction. , 2009 .

[35]  Claudio Barbaranelli,et al.  TEACHERS' SELF-EFFICACY BELIEFS AS DETERMINANTS OF JOB SATISFACTION AND STUDENTS' ACADEMIC ACHIEVEMENT: A STUDY AT THE SCHOOL LEVEL , 2006 .

[36]  Seth A. Kaplan,et al.  The affective underpinnings of job perceptions and attitudes: a meta-analytic review and integration. , 2003, Psychological bulletin.

[37]  Ryan D. Duffy,et al.  Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model , 2011 .

[38]  Catherine Scott,et al.  Moving into the third, outer domain of teacher satisfaction , 2000 .

[39]  K. Daniels,et al.  A daily diary study of goals and affective well-being at work , 2003 .

[40]  T. Judge,et al.  Relationship of core self-evaluations traits--self-esteem, generalized self-efficacy, locus of control, and emotional stability--with job satisfaction and job performance: a meta-analysis. , 2001, The Journal of applied psychology.

[41]  A. Scoboria,et al.  The relative contribution of trait and social influences to the links among perceived social support, affect, and self-esteem. , 2005, Journal of personality.

[42]  Ryan D. Duffy,et al.  Test of a social cognitive model of work satisfaction in teachers , 2009 .

[43]  M. C. Taveira,et al.  Two tests of the social cognitive model of well-being in Portuguese college students , 2012 .

[44]  M. Houtte.  Tracking and Teacher Satisfaction: Role of Study Culture and Trust , 2006 .

[45]  G. Caprara,et al.  The contribution of self-regulatory efficacy beliefs in managing affect and family relationships to positive thinking and hedonic balance , 2006 .

[46]  Jacquelynne S. Eccles,et al.  Change in Teacher Efficacy and Student Self-and Task-Related Beliefs in Mathematics During the Transition to Junior High School , 2004 .

[47]  Barry J. Babin,et al.  The effects of perceived co-worker involvement and supervisor support on service provider role stress, performance and job satisfaction , 1996 .

[48]  Lisa Schurer Lambert,et al.  The phenomenology of fit: linking the person and environment to the subjective experience of person-environment fit. , 2006, The Journal of applied psychology.

[49]  Linda K. Stroh,et al.  Organizational behavior. , 1970, Physical therapy.

[50]  F. Pazzaglia,et al.  When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching , 2010 .

[51]  Richard,et al.  Motivation through the Design of Work: Test of a Theory. , 1976 .

[52]  W. Brookover,et al.  School Social Systems and Student Achievement: Schools Can Make a Difference , 1979 .

[53]  Sue Dockett,et al.  Australian association for research in education , 1989 .

[54]  R. Eisenberger,et al.  Perceived organizational support. , 1986 .

[55]  R. Larsen,et al.  The Satisfaction with Life Scale , 1985, Journal of personality assessment.

[56]  Richard E. Lucas,et al.  Subjective Weil-Being: Three Decades of Progress , 2004 .

[57]  E. A. Locke,et al.  Work Motivation and Satisfaction: Light at the End of the Tunnel , 1990 .

[58]  Timothy A. Judge,et al.  Dispositional Affect and Job Satisfaction: A Review and Theoretical Extension , 2001 .

[59]  Robert W. Lent,et al.  Handbook of counseling psychology, 4th ed. , 2008 .

[60]  Paul E. Spector.  Job satisfaction: application, assessment, cause, and consequences , 1997 .

[61]  Kusum Singh,et al.  Intent to Stay in Teaching , 1996 .

[62]  D. Zweig,et al.  Young workers’ job self-efficacy and affect: Pathways to health and performance ☆ , 2005 .

[63]  T. Judge,et al.  Are measures of self-esteem, neuroticism, locus of control, and generalized self-efficacy indicators of a common core construct? , 2002, Journal of personality and social psychology.

[64]  Oliver C. Schultheiss,et al.  Personal goals and social support in close relationships: Effects on relationship mood and marital satisfaction , 1996 .

[65]  Steven D. Brown,et al.  Why are So Many People Happy and What Do We Do for those Who aren't? A Reaction to Lightsey (1996) , 1996 .

[66]  Chockalingam Viswesvaran,et al.  The role of affectivity in job satisfaction: a meta-analysis , 2000 .

[67]  A. Freund,et al.  Goal progress makes one happy, or does it? Longitudinal findings from the work domain , 2005 .

[68]  K. Power,et al.  Employees' perceptions of organizational restructuring: The role of social support , 2001 .

[69]  A. Brief,et al.  Organizational behavior: affect in the workplace. , 2002, Annual review of psychology.

[70]  Robert W. Lent,et al.  The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses , 2001 .

[71]  F. Cano-García,et al.  Personality and contextual variables in teacher burnout , 2005 .

[72]  D. Chan.  Stress, Self-Efficacy, Social Support, and Psychological Distress Among Prospective Chinese Teachers in Hong Kong , 2002 .

[73]  Steven D. Brown,et al.  Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance , 1994 .

[74]  Robert W. Lent,et al.  Integrating person and situation perspectives on work satisfaction: A social-cognitive view , 2006 .

[75]  T. Judge,et al.  THE CORE SELF‐EVALUATIONS SCALE: DEVELOPMENT OF A MEASURE , 2003 .

[76]  John De Nobile,et al.  Job Satisfaction and Occupational Stress in Catholic Primary Schools , 2005 .

[77]  E. A. Locke,et al.  Core self-evaluations and job and life satisfaction: the role of self-concordance and goal attainment. , 2005, The Journal of applied psychology.

[78]  E. Deci,et al.  On happiness and human potentials: a review of research on hedonic and eudaimonic well-being. , 2001, Annual review of psychology.

[79]  R. Dawis,et al.  A psychological theory of work adjustment : an individual-differences model and its applications , 1984 .

[80]  D. Watson,et al.  Development and validation of brief measures of positive and negative affect: the PANAS scales. , 1988, Journal of personality and social psychology.

[81]  Linda C. Schmidt,et al.  Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students , 2007 .

[82]  E. A. Locke,et al.  Dispositional effects on job and life satisfaction: the role of core evaluations. , 1998, The Journal of applied psychology.

[83]  Laura ter Doest,et al.  Personal Goal Facilitation through Work: Implications for Employee Satisfaction and Well‐Being , 2006 .

[84]  Barbara M. Byrne,et al.  Structural equation modeling with AMOS , 2010 .

[85]  C. Scott,et al.  A three domain model of teacher and school executive career satisfaction , 1998 .

[86]  L. Wolfle,et al.  Testing a Model of Teacher Satisfaction for Blacks and Whites , 1990 .

[87]  C. Carver,et al.  Optimism, coping, and health: assessment and implications of generalized outcome expectancies. , 2009, Health psychology : official journal of the Division of Health Psychology, American Psychological Association.

[88]  E. Skaalvik,et al.  Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion. , 2011 .

[89]  T. Judge,et al.  Affect and job satisfaction: a study of their relationship at work and at home. , 2004, The Journal of applied psychology.

[90]  G. W. Maier,et al.  The role of personal work goals in newcomers' job satisfaction and organizational commitment: a longitudinal analysis. , 2001, The Journal of applied psychology.

[91]  A. Bandura.  The Explanatory and Predictive Scope of Self-Efficacy Theory , 1986 .