Teachers’ Self-Efficacy, Job Satisfaction and Job Stress in the United Arab Emirates
Abstract
Teacher self-efficacy was examined as determinants of their job satisfaction and job stress. In the present
study, 115 female teachers from all school cycles in the United Arab Emirates schools were administered
an online questionnaire to assess their self-efficacy, job satisfaction, and job stress. The sample contains
79 teachers from Abu Dhabi, 33 teachers from Sharjah and 3 teachers from other emirates. The targeted
teachers are the teachers from Abu Dhabi and Sharjah since one of the goals is to investigate if there is a
difference between these two emirates’ teachers in their satisfaction, self-efficacy and job stress. Mean,
standard deviation, t-test and Pearson correlation were used in the analysis. Findings show that there is no
significant difference in the means of self-efficacy, job stress, and satisfaction scales and in the
relationship among the three variables, even though the two groups of teachers were functioning under
two different organizations