Relationship between Approaches to Teaching, Self-Efficacy, Life and Job Satisfaction, and Emotions in Elementary School Teachers


  • Tomislava Vidić Osnovna škola Remete, Zagreb
  • Dubravka Miljković Sveučilište u Zagrebu, Učiteljski fakultet, Zagreb


approaches to teaching, self-efficacy, life satisfaction, job satisfaction, emotions, elementary school teachers


The aim of this study was to examine the relationship between approaches to teaching, teacher selfefficacy, life and job satisfaction and emotions. The study included 254 teachers from eight elementary schools in Zagreb. The results showed significant correlations between approaches to teaching and all three dimension of teacher self-efficacy (engagement, teaching strategies, classroom management). Job satisfaction is significantly related to the life satisfaction and positive emotions. Negative emotions are negatively related to life as well as job satisfaction. Teachers with studentcentered approach, compared with those teacher-centered, have a higher self-efficacy (in the dimension teaching strategy) and are more likely to experience positive emotions: interest, excitement, and attention. Lower grades teachers demonstrated greater engagement than higher grades teachers. Teachers with more than ten years of work, compared with those less experienced, have a higher student-centered approach and a higher teacher-centered approach and are more likely to experience pride and vigilance. On the other hand, teachers with ten or less than ten years of working experience are more frightened.