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Teachers’, school staff’s and parents’ efficacy beliefs as determinants of attitudes toward school

  • Gian Vittorio CapraraEmail author
  • Claudio Barbaranelli
  • Laura Borgogni
  • Laura Petitta
  • Alfonso Rubinacci
Article

Abstract

Self- and collective efficacy beliefs were examined as correlates of attitudes toward school of teachers, school staff, and parents. 726 teachers, 387 staff members, and 1994 parents from 18 junior high schools in Milan and Rome, Italy, were administered questionnaires assessing self-efficacy beliefs, perceptions about colleagues’ bahavior, collective efficacy beliefs, affective commitment and job satisfaction of teachers and school staff and parents satisfaction with school.

Path analyses corroborated a conceptual model in which self- and collective efficacy beliefs represent, respectively, the distal and proximal determinants of affective commitment and job satisfaction for teachers and staff and of satisfaction with school for parents. Perceptions that teachers, staff and parents hold about the behavior of their colleagues largely mediated the links between self- and collective efficacy beliefs. collective efficacy beliefs, in turn, largely mediated the influence that self-efficacy beliefs and perceptions of school constituencies’ behaviors exert on attitudes toward school of teachers, staff and parents.

Key words

Efficacy beliefs Work attitudes School 

Résumé

On a examiné les convictions de self et collective efficacy comme déterminants de la satisfaction dans le travail des professeurs et du personnel de l’école et la satisfaction des parents à l’égard de l’école. On a administré à 726 professeurs, à 387 membres du personnel de l’école, et à 1994 parents provenants de 18 écoles secondaire du 1er cycle de Milan et Rome (Italie), un questionnaire pour évaluer les convictions de self-efficacy, les perceptions de comportement des collègues, les convictions de collective efficacy et la satisfaction dans le travail à l’égard de l’école.

La path analysis a confirmé la validité du modèle conceptuel dans le quel les convictions de self et collective efficacy représentent, respectivement, les déterminants distaux et prochains du affective commitment et de la satisfaction dans le travail pour les professeurs et les membres du personnel, et la satisfaction avec l’école pour les parents.

Les perceptions que les professeurs, les membres du personnel et les parents ont envers le comportement de leurs collègues s’interposent largement entre les convictions de self et les convictions de collective efficacy. Les convictions de collective efficacy, à leur tour, s’interposent largement entre l’influence que les convictions de self-efficacy et le perceptions de comportement de qui travaille dans l’école exercent sur l’affective commitment et la satisfaction dans le travail.

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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands 2003

Authors and Affiliations

  • Gian Vittorio Caprara
    • 1
    Email author
  • Claudio Barbaranelli
    • 1
  • Laura Borgogni
    • 1
  • Laura Petitta
    • 1
  • Alfonso Rubinacci
    • 2
  1. 1.Centro Interuniversitario per la Ricerca sulla Genesi e sullo Sviluppo delle Motivazioni Prosociali e AntisocialiUniversity of Rome, “La Sapienza”RomaItaly
  2. 2.Senato della RepubblicaRomaItaly

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