Investigating primary school quality using teachers’ self-efficacy and satisfaction
Athina Skapinaki, University of the Aegean, Greece, Maria Salamoura, University of the Aegean, Greece
Published online: 30 January 2020, JTHSM, 6(1), pp.17-24.
Purpose: The current study aims to examine the impact of teachers’ job satisfaction and self-efficacy in improving service quality. Furthermore, the research explores the various clusters of the respondents according to their behavior, as teachers emphasizing on different aspects of marketing: external, interactive or internal marketing.
Methods: Questionnaire survey, on a sample of 193 teachers in a total number of 420 has been used. The 74-item questionnaire was divided into 4 parts: The first included 7 items about respondent characteristics, the second 16 items about school quality, the third 18 items about teachers’ self – efficacy, and the fourth 33 items about job satisfaction.
Results: The results, using clustering, indicated three groups of respondents according to their behavior, as teachers emphasizing on different aspects of marketing: external, interactive and internal marketing. Moreover, factor analysis, revealed that their satisfaction was affected mostly by “Workplace Relationships with the Director and Colleagues”, “Educational Management”, and “Social Recognition and Professional Development”, while “Class and Students’ Relationships Management” and “Students’ Engagement and Educational Strategies” were influencing teachers’ self–efficacy.
Implications: Findings have implications for teachers and education managers; as education is fundamental to a country’s development, annual surveys should be planned from the government educational policy makers to highlight teacher’s self-efficacy and satisfaction, and students’ and parents’ satisfaction and school quality.
Teachers’ self-efficacy, teachers’ job satisfaction, service quality in schools,
service marketing triangle
A20, P36, I2