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An exploratory study of teachers' subjective wellbeing: understanding the links between teachers' income satisfaction, altruism, self-efficacy and work satisfaction

Song, H; Gu, Q; Zhang, Z; (2020) An exploratory study of teachers' subjective wellbeing: understanding the links between teachers' income satisfaction, altruism, self-efficacy and work satisfaction. Teachers and Teaching , 26 (1) pp. 3-31. 10.1080/13540602.2020.1719059. Green open access

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Abstract

This article examines the nature of teachers’ subjective wellbeing. Drawing upon the survey evidence from a three-year mixed methods study in China, the article explores the dynamic interaction between key aspects of teachers’ subjective wellbeing: altruism and self-efficacy (psychological functioning) and work satisfaction and income satisfaction (cognitive dimension). The results show that although teachers’ judgement of the quality of life in their workplaces reflects the strengths of their altruistic values and their capacity to fulfil these values, such judgement is adversely moderated by their income satisfaction. The research adds new evidence to current debate on the quality retention of teachers.

Type: Article
Title: An exploratory study of teachers' subjective wellbeing: understanding the links between teachers' income satisfaction, altruism, self-efficacy and work satisfaction
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13540602.2020.1719059
Publisher version: https://doi.org/10.1080/13540602.2020.1719059
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Teacher subjective wellbeing, self-efficacy, work satisfaction, income satisfaction, teacher retention, altruism
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10092593
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