Job Satisfaction of Secondary School TeachersEffect of Demographic and Psycho-Social Factors

Referencias bibliográficas

• Ashton, P. (1985). Motivation and teachers´ sense of efficacy. In Ames, C. & Ames, R. (Eds.). Research on motivation in education II: The classroom milieu (pp. 141-174). Orlando, FL: Academic Press.
• Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers’sense of efficacy and student achievement. New York: Longman.
• Aspinwall, L. G. & Taylor, S. E. (1992). Modeling cognitive adaptation: a longitudinal investigation of the impact of individual differences and coping on college adjustment and performance. Journal of Personality and Social Psychology, 63, 989-1003.
• Ayerbe, P. (2000) Convivencia y violencia en la ESO: aspectos didácticos organizativos. In Lorenzo, M., García, M. D., Torres, J. A., Ortega, J. A., Debón, S., & Notoria, A. (Eds). Las organizaciones educativas en la sociedad neoliberal (339-368). Granada: Grupo editorial universitario.
• Bandura, A. (2001). Social – cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
• Borg, M. G. & Falzon, J. M. (1989). Stress and job satisfaction among primary school teachers in Malta. Educational Review, 41, 271-279.
• Briones, E., Tabernero, C., & Arenas, A. (2005). Burnout in Secondary School Teachers when coping with Cultural Diversity seen from a Social Cognitive Frame. Paper presented at XII European Congress of Work & Organizational Psychology. Istanbul, Turkey.
• Brouwers, A. & Tomic, W. (2001). The factorial validity of scores on the Teacher Interpersonal Self-Efficacy Scale. Educational and Psychological Measurement, 61, 433- 445.
• Brouwers, A., Evers, W., & Tomic, W. (2001). Self-efficacy in eliciting social support and burnout among secondaryschool teachers. Journal of Applied Social Psychology, 31, 1474-1491.
• Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers`job satisfaction. Journal of Educational Psychology, 95, 821- 832.
• Carver, C. S. (1997). You want to measure coping but your protocol’s too long: Consider the Brief COPE. International Journal of Behavioral Medicine, 4, 92-100.
• Carver, C., Sheier, M., & Wientraub, J. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283.
• Chester, M. (1991). Changes in attitude toward teaching and self-efficacy beliefs within first-year teachers in urban schools. Unpublished doctoral dissertation, Harvard University, Boston.
• Chwalisz, K. D., Altmaier, E. M., & Russell, D.W. (1992). Causal attributions, self-efficacy cognition, and coping with stress. Journal of Social and Clinical Psychology, 11, 377–400.
• Crane, S. J., & Iwanicki, E. F. (1986). Perceived role conflict. Role ambiguity and burnout among special education teachers. Remedial and Special Education, 7, 24-31.
• Dembo, M., & Gibson, S. (1985). Teachers´ sense of efficacy: an important factor in school improvement. Elementary School Journal, 86, 173-184.
• Evers, W. J., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: a study of teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227–244.
• Friedman, I. A. (2000). Burnout in teachers: shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595–606.
• Gil-Monte, P. & Peiró, J. M. (1997). Desgaste psíquico en el trabajo: El síndrome de quemarse. Madrid: Síntesis.
• Grau, R., Salanova, M., & Peiró, J. M. (2001). Moderator effects of self efficacy on occupational stress. Psychology in Spain, 5, 3-10.
• Hoy, W. K. & Woolfolk, A. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.
• Kyriacou, C. & Sutcliffe, J. (1978). A model of teacher stress. Educational Studies, 4, 1-6.
• Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal, and doping. New York: Springer.
• Maslach, C. (1982). Burnout: the cost of caring. Englewood Cliffs, NJ: Prentice-Hall. Maslach, C. & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
• Matud, M. P., García, M. A., & Matud, M. J. (2002). Estrés laboral y salud en el profesorado: un análisis diferencial en función del género y del tipo de enseñanza. International Journal of Clinical and Health Psychology, 2, 451-465.
• Melby, L. C. (1995). Teacher efficacy and classroom management. Unpublished doctoral dissertation, University of California, Los Angeles.
• Moriana, J. A. & Herruzo, J. (2006). Variables related to psychiatric sick leave taken by Spanish secondary school teachers. Work & Stress, 20, 259-271.
• Perczek, R., Carver, C. S., Price, A. A., & Pozo-Kaderman, C. (2000). Coping, mood, and aspects of personality in Spanish translation and evidence of convergence with English versions. Journal of Personality Assessment, 74, 63-87.
• Pines, A. M. (1993). Burnout: “An existential perspective”. In W. B. Schaufeli, C. Maslach & T. Marek (Eds.), Professional burnout: Recent development in theory and research (pp. 33-51). London: Taylor & Francis.
• Pisanti, R., Gabliardi, M. P., Razzino, S., & Bertini, M. (2003). Occupational stress and wellness among Italian secondary school teachers. Psychology & Health, 18, 523-536.
• Raudenbush, S., Rowen, B., & Cheong, Y. (1992). Contextual effects on the self-efficacy of high school teachers. Sociology of Education, 65, 150-167.
• Ross, J. (1994). Beliefs that make a difference. The origins and impacts of teacher efficacy. Paper presented at the annual meeting of the Canadian Association for Curriculum Studies. Alberta, Canada.
• Schaufeli, W. B., Daamen, J., & Van Merlo, H. (1994). Burnout among Dutch teachers: An MBI-validity study. Educational and Psychological Measurement, 54, 803- 812.
• Sikorski, J. B. (1996). Academic underachievement and school refusal. In R. F. DiClemente, W. B. Hansen, & L. E. Ponton (Eds.), Handbook of adolescent health risk behavior (pp. 393-411). New York: Plenum Press.
• Tabernero, C., Arenas, A., & Briones, E. (2009). Self-efficacy training programs to cope with highly demanding work situations and prevent burnout. In A. Antoniou, C. Cooper, G. Chrousos, C. Spielberger, & M. Eysenck (Eds.). Handbook of Managerial Behaviour and Occupational Health (pp. 278-291). Reino Unido: Edward Elgar.
• Travers, C. T. & Cooper, C. L. (1994). Teachers under pressure. Stress in teaching profession. London: Routledge
• Tschannen-Moran, M., Woolfolk, A., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68, 202-248.
• Van Dick, R. & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Psychological Society, 71, 243-259.
• Van Sonderen, F. L. P. (1991). Het meten van sociale steun [The measurement of social support]. Unpublished doctoral dissertation, University of Groningen.
• Warr, P., Cook, J., & Wall, T. (1979). Scales for the measurement of some work attitudes and aspects of psychological well-being. Journal of Occupational Psychology, 52, 129-148.
• Yagil, D. (1998). If anything can go wrong it will: Occupational stress among inexperienced teachers. International Journal of Stress Management, 5, 179- 188