Open Access

Teacher autonomy and teacher job satisfaction: A chain-mediated model of self-efficacy and intrinsic motivation

Guangqiang Wang¹, Hui Bai², Shuo Wang³, Yangbang Hu^4,*

1 Faculty of Education, East China Normal University, Shanghai, 200062, China
2 Faculty of Education, Beijing Normal University, Beijing, 100875, China
3 Department of Mental Health Education, Nanjing Audit University, Nanjing, 211815, China
4 Center for Teacher Education Research, Beijing Normal University, Key Research Institute of the Ministry of Education, Beijing, 100875, China

* Corresponding Author: Yangbang Hu. Email:

Journal of Psychology in Africa 2025, 35(1), 117-125. https://doi.org/10.32604/jpa.2025.065785

Received 19 May 2024; Accepted 26 October 2024; Issue published 30 April 2025

Abstract

This study aimed to explore the mediating roles of self-efficacy and intrinsic motivation on the relationship between teacher autonomy and teacher job satisfaction. Data were from the Teaching and Learning International Survey (TALIS 2018), with a sample of 3131 junior high school teachers (female = 2337; male = 794) from Shanghai, China. The mediating effect was analyzed using structural equation modeling. The results showed that teacher autonomy was positively associated with teacher job satisfaction, self-efficacy, and intrinsic motivation. Both self-efficacy and intrinsic motivation were associated with teacher job satisfaction. Self-efficacy was associated with teacher intrinsic motivation. Self-efficacy and intrinsic motivation not only served as independent mediators between teacher autonomy and teacher job satisfaction but also played a chain mediating role. Moreover, the separate mediating effect of self-efficacy was the most significant. Findings are consistent with the job demands-resources model by which diminished teacher autonomy would explain lower teacher job satisfaction.

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Keywords

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