Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity
Open accessAbstract
This study investigates how relevant indicators of teachers’ sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers’ professional identity. The present study contributes to the further development of a solid theory on teachers’ professional identity, which has been lacking.
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Several studies indicate that PI is positively associated with TSE.
“Several studies indicate that PI is positively associated with TSE (Canrinus et al., 2012; Moslemi and Habibi, 2019; Yao et al., 2021).”
From AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy (2026) · cites this paper as Canrinus et al., 2012
The Discussion (page unavailable) identifies teacher self-efficacy as an indicator of professional identity, and the Results report significant positive relationships between self-efficacy and some other indicators. But the study does not test professional identity as a separate measure against self-efficacy, and it also reports a negative relationship with salary satisfaction. It therefore supports a narrower claim than a generally positive PI–TSE association. (LLM, conf=0.85)
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Research works printed but not linked: 1
- Jaap Buitink is associate professor at the University of Groningen. His main interests are school based teacher education, professional development of beginning teachers, and learning at the workplace. He has published in different journals and chapter books.
Cited by
Sorted by citations
Rushton, E. A. C., Rawlings Smith, E., Steadman, S., & Towers, E. (2023) · Review of Education · doi:10.1002/rev3.3417 · Cited by 156 · see citing works
Cai, Z., Zhu, J., & Tian, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1070763 · Cited by 57 · see citing works
Bai, X., & Hsieh, T.-S. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1834827
“Several studies indicate that PI is positively associated with TSE (Canrinus et al., 2012; Moslemi and Habibi, 2019; Yao et al., 2021).”
- Authors
- Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A.
- Affiliations
- University of Groningen (NL)
- Eindhoven University of Technology (NL)
- Corresponding author
- Canrinus, Esther T.
- Venue
- European Journal of Psychology of Education
- Published
- 2011-07-14
- Volume
- 27
- Issue
- 1
- Pages
- 115-132
- ISSN
- 0256-2928 (ISSN-L)
- 1878-5174
- OpenAlex
- W2154588197
- Cited by
- 524
- References
- 75
- Citations by year
- 2026: 36 · 2025: 44 · 2024: 62 · 2023: 52 · 2022: 62 · 2021: 50 · 2020: 40 · 2019: 43 · 2018: 31 · 2017: 38 · 2016: 28 · 2015: 19 · 2014: 9 · 2013: 6 · 2012: 3
- FWCI
- 27.71
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc
- Locations
- European Journal of Psychology of Education (publishedVersion, cc-by-nc)
- EUR Research Repository (Erasmus University Rotterdam) (publishedVersion)
- TU/e Research Portal (submittedVersion, other-oa)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, cc-by-nc)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- teachers' professional identity, self-efficacy, job satisfaction, occupational commitment, teacher motivation, relationship satisfaction, secondary school teachers, teacher retention
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