The Key Factors of Part-Time Art Teachers' Self-Efficacy and Job Satisfaction in Chengdu, China
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Purpose: This study explores the key impacting factors of self-efficacy and job satisfaction of part-time art teachers in Chengdu, China. The research model is built upon key variables which are stressors, principal leadership, supportive school culture, teacher collaboration, teacher self-efficacy, emotional exhaustion, and job satisfaction. Research design, data, and methodology: Using a quantitative method and questionnaire survey, 500 sample data were collected from the target population. Before the questionnaire was distributed, Item-Objective Congruence and Cronbach's Alpha through pilot test (n=50) were used to test the validity and reliability of the questionnaire content. Confirmatory factor analysis (CFA) and structural equation model (SEM) were used to analyze the data, verify the model's goodness of fit, confirm the causal relationship between variables, and conduct hypothesis testing. Results: The results reveal that stressors and principal leadership significantly impact teacher self-efficacy. Teacher self-efficacy has a significant impact on emotional exhaustion. Furthermore, principal leadership, supportive school culture, teacher collaboration, teacher self-efficacy, and emotional exhaustion significantly impact job satisfaction. Conclusions: This study suggests that administrators with job satisfaction for teachers should pay attention to improving the quality factors of teacher self-efficacy so that teachers can feel the usefulness of job satisfaction and thus form a good attitude and behavioral intention towards job satisfaction.
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