The mediating role of self-efficacy and stress on school climate and teachers’ job satisfaction linkages

Abstract

This study investigated the relationship between school climate, stress, teacher self-efficacy, and their effects on teachers’ job satisfaction. Data were collected from 403 teachers in seven high schools in Ho Chi Minh City, Vietnam. Results show that the linkage between school climate and teachers’ job satisfaction was mediated by self-efficacy and stress. Teacher satisfaction was affected by pay, three school climate factors, and teachers’ self-efficacy. Teacher stress, affiliation, and innovation affected their self-efficacy. Work pressure causes teacher stress, while positive affiliation could mitigate teacher stress. Implications were grasped for improving teachers’ income, self-efficacy, and the Vietnamese school climate.