Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach

Artigo2023

Yusuf Feyisara Zakariya ORCID; Yousef Wardat ORCID

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Resumo

Abstract The shortage of mathematics teachers necessitates deliberate efforts to retain high-quality ones in many parts of the world. This puts teacher job satisfaction in the spotlight since satisfied teachers are likely to retain their jobs. Thus, the purpose of this study is twofold. The first is to quantify the influence of teacher self-efficacy and teacher motivation on teacher job satisfaction. The second is to investigate the patterns of changes in teacher job satisfaction across gender, age, and work experience. Using both descriptive and inferential statistics, we analysed the dataset of 1304 Norwegian mathematics teachers to address two research questions. The results showed that both teacher self-efficacy and social utility motivation have a significant influence on teacher job satisfaction with an additional mediating role of teacher self-efficacy. Contrary to our expectations, personal utility motivation has a negative influence on teacher job satisfaction. We found that women had significantly higher teacher job satisfaction than men. Also, we found a high-low–high pattern of changes in teacher job satisfaction in ascending order of teachers’ age and work experience. One practical implication of these findings is exposing an appropriate time (i.e. at a low stage of job satisfaction) for interventions targeted at teacher job satisfaction to be effective. We discussed other implications of these findings concerning which constructs, gender, and age groups of teachers to prioritise for interventions that would reinforce the job satisfaction of mathematics teachers.

Dados da obra

Tipo: Artigo
Periódico: Mathematics Education Research Journal, v. 36, n. 4, p. 791-813
Editora: Springer Science+Business Media
Ano: 2023 (2023-09-06)
Idioma: en
Palavras-chave: teacher job satisfaction; mathematics teachers; teacher self-efficacy; teacher motivation; gender differences; age differences; work experience; teacher retention; teacher shortage; mediating role of self-efficacy
DOI: 10.1007/s13394-023-00475-9
ISSN: 1033-2170, 2211-050X
Licença: cc-by
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ZAKARIYA, Yusuf Feyisara; WARDAT, Yousef. Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach. Mathematics Education Research Journal, v. 36, n. 4, p. 791-813, 2023. DOI: https://doi.org/10.1007/s13394-023-00475-9.

APA

Zakariya, Y. F., & Wardat, Y. (2023). Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach. Mathematics Education Research Journal, 36(4), 791-813. https://doi.org/10.1007/s13394-023-00475-9

BibTeX

@article{zakariya2023,
  author = {Zakariya, Yusuf Feyisara and Wardat, Yousef},
  title = {Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach},
  year = {2023},
  journal = {Mathematics Education Research Journal},
  volume = {36},
  number = {4},
  pages = {791-813},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s13394-023-00475-9},
  language = {en}
}

RIS

TY  - JOUR
AU  - Zakariya, Yusuf Feyisara
AU  - Wardat, Yousef
TI  - Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach
PY  - 2023
JO  - Mathematics Education Research Journal
VL  - 36
IS  - 4
SP  - 791
EP  - 813
DO  - 10.1007/s13394-023-00475-9
LA  - en
ER  -

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