International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2018, Vol. 9(4) 56-70

Teachers’ Self-Efficacy, Job Satisfaction and Job Stress in the United Arab Emirates

Shafia Abdul Rahman

pp. 56 - 70   |  Manu. Number: MANU-1811-14-0005

Published online: December 23, 2018  |   Number of Views: 423  |  Number of Download: 884


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.

Keywords: Teacher self-efficacy, job satisfaction, job stress, United Arab Emirates

How to Cite this Article?

APA 6th edition
Rahman, S.A. (2018). Teachers’ Self-Efficacy, Job Satisfaction and Job Stress in the United Arab Emirates . International Journal of Research in Teacher Education, 9(4), 56-70.

Rahman, S. (2018). Teachers’ Self-Efficacy, Job Satisfaction and Job Stress in the United Arab Emirates . International Journal of Research in Teacher Education, 9(4), pp. 56-70.

Chicago 16th edition
Rahman, Shafia Abdul (2018). "Teachers’ Self-Efficacy, Job Satisfaction and Job Stress in the United Arab Emirates ". International Journal of Research in Teacher Education 9 (4):56-70.


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