Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

The purpose of this paper is to provide limited literature on job satisfaction of teachers in developing countries, especially Cyprus. Through an interview with 52 teachers and administrators of 17 schools, this paper describes the professional job satisfaction of teachers in Cyprus and their sources of frustration and their influence on teacher perception. Teachers emphasize that they are satisfied with the opportunity to interact with students, to interact with colleagues, and to contribute to personal growth and social development. The cause of dissatisfaction is social problems and teacher's work, lack of student interest and bad behavior, lack of intensive education system and professional autonomy at school, and influence on teacher's evaluation and promotion prospects. Several factors are predictable, but others are few in relation to the particular historical and social context of Cyprus.

According to a new survey, the teacher 's evaluation policy will also affect the satisfaction of the teacher' s work. Recently, researchers are studying the influence of the new teacher evaluation system of Tennessee state on the satisfaction of teachers' work. Using statistical methods called regression discontinuities (discussed in more detail below), they discovered that higher efficacy assessments give teachers a more positive view of their work . Based on performance, Tennessee teachers were assigned one out of five efficiency levels: far above expectations, above expectations, expectations, below expectations, and significantly below expectations. In the spring, after learning about the grade of the previous year's grade, the teacher was asked to indicate how consistent they are with the 10 statements.