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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-351523
DOI: 10.25656/01:35152; 10.26529/cepsj.1768
URN: urn:nbn:de:0111-pedocs-351523
DOI: 10.25656/01:35152; 10.26529/cepsj.1768
| Originaltitel |
Teachers' metaphors and beliefs about teaching and their relationship with job satisfaction |
|---|---|
| Paralleltitel | Metafore in prepričanja učiteljev o poučevanju ter povezave z zadovoljstvom pri delu |
| Autoren |
Löfström, Erika  ;
Poom-Valickis, Katrin ;
Rumma, Kirsti |
| Originalveröffentlichung | CEPS Journal 16 (2026) 1, S. 227-251  |
| Dokument | Volltext (2.450 KB) |
| Lizenz des Dokumentes |
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| Schlagwörter (Deutsch) | Lehrer; Lehrberuf; Überzeugung; Metapher; Wissensbasis; Emotion; Zufriedenheit; Einstellung <Psy>; Lehrerrolle; Mixed-Methods-Design; Empirische Untersuchung; Estland |
| Teildisziplin | Empirische Bildungsforschung Schulpädagogik |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Sprache | Englisch |
| Erscheinungsjahr | 2026 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | This research focuses on Estonian teachers' beliefs about teaching, the metaphors of their knowledge base, and the emotions connected with being a teacher. The relationships between these aspects and teacher job satisfaction were explored. In total, 658 mathematics, English language, biology, and class teachers participated in the research. The research applied a mostly quantitative design involving a mixed methods approach. The results highlight the complexity of teachers' understanding of their role. Statistically significant differences were found between the teacher groups participating in the study. The results showed that the affective connotations of metaphors teachers attach to their work are related to teachers' job satisfaction. However, there were no significant differences between teacher groups based on the nature of their metaphor and their beliefs about teaching. However, the results indicate that teachers expressing student-centred beliefs were more satisfied with their job environment than those with teacher-centred beliefs. The study suggests the importance of considering beliefs, knowledge base, and emotions in understanding job satisfaction. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2026 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 04.05.2026 |
| Quellenangabe | Löfström, Erika; Poom-Valickis, Katrin; Rumma, Kirsti: Teachers' metaphors and beliefs about teaching and their relationship with job satisfaction - In: CEPS Journal 16 (2026) 1, S. 227-251 - URN: urn:nbn:de:0111-pedocs-351523 - DOI: 10.25656/01:35152; 10.26529/cepsj.1768 |
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