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      Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion.

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      Psychological reports
      Ammons Scientific

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          Abstract

          When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

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          Author and article information

          Journal
          Psychol Rep
          Psychological reports
          Ammons Scientific
          0033-2941
          0033-2941
          Feb 2014
          : 114
          : 1
          Article
          10.2466/14.02.PR0.114k14w0
          24765710
          e637595a-9696-4cf9-8e40-576a9364c69b
          History

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