Teacher Locus of Control and Sense of Self Efficacy as Determinants of Teacher Training Placement Satisfaction

Hayley, Bethany (2017) Teacher Locus of Control and Sense of Self Efficacy as Determinants of Teacher Training Placement Satisfaction. Manchester Metropolitan University. (Unpublished)

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Abstract

Teacher job satisfaction is associated with educational outcomes such as performance, teacher burnout, and student success. Job satisfaction is influenced by psychological determinants such as locus of control and self efficacy. The present study used a correlational questionnaire design to investigate the relationship between locus of control and self efficacy on teacher training placement satisfaction. The participants were trainee teachers from Manchester Metropolitan University aged 18 - 38 (N = 81). Participants completed the Teacher Job Satisfaction Questionnaire (Lester, 1987), the Teacher Locus of Control Scale (Rose and Medway, 1981) and the Teachers’ Sense of Efficacy Scale (Moran and Hoy, 2001). Responses were recorded and analysed using SPSS via Pearson’s correlation coefficient and regression analysis. Contrary to previous research, no relationship was found between teacher locus of control and job satisfaction. However, there was a significant relationship between self efficacy and job satisfaction. The findings suggest that trainee teachers with a higher sense of self efficacy were more satisfied with their teacher training placement. The findings contribute to the greater understanding of what determines teacher placement satisfaction and emphasises the need to promote self efficacy in teacher training programmes. The limitations, future research suggestions, and practical implications are discussed