@Article{jpa.2025.065785,
AUTHOR = {Guangqiang Wang, Hui Bai, Shuo Wang, Yangbang Hu},
TITLE = {Teacher autonomy and teacher job satisfaction: A chain-mediated model of self-efficacy and intrinsic motivation},
JOURNAL = {Journal of Psychology in Africa},
VOLUME = {35},
YEAR = {2025},
NUMBER = {1},
PAGES = {117--125},
URL = {http://www.techscience.com/jpa/v35n1/60844},
ISSN = {1815-5626},
ABSTRACT = {This study aimed to explore the mediating roles of self-efficacy and intrinsic motivation on the relationship between teacher autonomy and teacher job satisfaction. Data were from the Teaching and Learning International Survey (TALIS 2018), with a sample of 3131 junior high school teachers (female = 2337; male = 794) from Shanghai, China. The mediating effect was analyzed using structural equation modeling. The results showed that teacher autonomy was positively associated with teacher job satisfaction, self-efficacy, and intrinsic motivation. Both self-efficacy and intrinsic motivation were associated with teacher job satisfaction. Self-efficacy was associated with teacher intrinsic motivation. Self-efficacy and intrinsic motivation not only served as independent mediators between teacher autonomy and teacher job satisfaction but also played a chain mediating role. Moreover, the separate mediating effect of self-efficacy was the most significant. Findings are consistent with the job demands-resources model by which diminished teacher autonomy would explain lower teacher job satisfaction.},
DOI = {10.32604/jpa.2025.065785}
}