1.

Article Summary Teachers efficacy beliefs are critical to improving student learning but we

have yet to fully understand how these beliefs develop. The prevailing model of teachers efficacy development emerges from cognitive theories but socio cultural theories may add insight to show the impact of teachers school contexts. It same goes to job satisfaction in teaching. It can be interpreted usefully within the framework of personality theories related to adult development. This case study used a mixed method approach to explore teachers efficacy of beliefs, stress and job satisfaction in a remote setting. There were two studies being conducted by four researchers, Robert M. Klassen, Rosemary Y.Foster, Sukaina Rajani, Carley Bowman from University of Alberta, Canada. The first study was a quantitative research whereby it examined self and collective efficacy, job stress and job satisfaction and compared the variables with a comparison group of teachers from several schools in western Canada. Questionnaires were distributed to investigate job beliefs from teachers from Yukon and western Canada who attended the teachers convention held in Yukon. From the analysis, it was found that the teachers self-efficacy, stress from student behaviour and job satisfaction were variables that reliability distinguished between teachers with high and low overall job stress. The second study was a qualitative research whereby it was conducted to elaborate and provide deeper analysis of the quantitative finding with a particular focus on teachers job satisfaction and job stress. Qualitative samples were according to teaching level and experience, gender and geographical location. 20 teachers were being interviewed face to face informally and formally. From the analysis, it was highlighted the physical geography, connection with community and cultural transitions were the role or the factors affected teachers job stress and job satisfaction. The findings also highlighted the influence of cultural and community factors of teachers working lives.

2. Research Questions No hypothesis was stated but the study stated 3 research questions:
i) What is the relationship between teachers efficacy beliefs, job stress

and job satisfaction for teachers in the Yukon? ii) Are the levels and patterns of relationship different for teachers in remote and urban settings? iii) What do teachers in the Yukon say about factors that influence their job stress and job satisfaction?

3. Sample and Sample Selection There was different type of samples being used seemed the researchers conducted two studies. Study 1 In Study 1, 107 teachers who were attending one of two territory wide teachers conventions held in Yukon. It is estimated that participants represented all or almost all of the 28 schools in cities, towns and villages in the territory. Participants were 64% female, a mean of 13.35 years of experience, taught in variety of Yukon school configurations. They were mostly European ethnicity with 8% as first nations heritage and 12% not indicated. Participants in the comparison group were recruited at a large mandatory teacher convention with over 6000 attendees from urban or suburban school districts in a metropolitan in Western Canada. The comparison group were 61% female, a mean of 13.1 years of experience and mostly 86.5% of European heritage.

Demographic characteristics were same for teachers from Yukon and western Canada and there were no significant differences of age, teaching experience or gender between the two samples. Study 2 In study 2, it was conducted to elaborate and provide deeper analysis of the quantitative finding with a particular focus on teachers job satisfaction and job stress in order to explore the factors that northern teachers understood to influence the stress they experienced in work setting and the satisfaction they derived from teaching in Yukon. 20 teachers were selected from a large amount of volunteers who had indicated their interest to be interviewed during the researchers visit to various schools and communities. The teachers were participated in faceto-face interviews. The samples were 10 participants who primarily taught secondary grades and 10 who taught elementary grades with n types of backgrounds.

4. Data Gathering Instruments and Procedures Employed In study 1, quantitative phase was being used. Researchers used reliable and well-validated measures of teachers self efficacy, teachers collective efficacy, job stress, source of job stress and job satisfaction. Teachers in each setting were asked to complete a brief survey on teacher motivation. Even the participation rates were about 70% and 80% but due to the conferences were well attended event and because of high response rate, it was believe that the samples are representative of teachers in the respective locations. Participants responded to all measures using a 9 point measure with descriptions at 1, 3, 5, 7 and 9. To measure the self efficacy of the teachers, Teachers Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk (2001) were applied. The TSES also known as superior to previous measures of teacher efficacy because is aligned with self-efficacy theory (Woolfolk Hoy

& Burke Sp[ero, 2005, p.354). The measure has shown evidence of reliability and validity in a variety cultural setting (Klassen, 2010). The sources of job stress were measured using previous studies approach of teacher stress (Boyle, Borg, Fazlon & Baglioni, 1995; Chaplain, 1995). The sources of job stress were measured using seven items representing workload stress and stress from student behaviour from the Teachers Stress Inventory (Boyle et al.,1995). Personally I think there might be a decline on the result of the survey due to the location during the survey. The character, behaviour and emotion of the teacher can be affected due to the teacher were gathered at different settings and events. In study 2, qualitative phase being used. Researchers conducted face to face interviews with 20 teachers to represent teaching experience ranging from two teachers in the first year of teaching and their final year of teaching. The researcher keep track on the themes and issues arouse through their observation of school and informal conversations with education stakeholders over the 2 years of the study by keeping and running the field notes. It was a good action by keeping the field note so that it can be guidance for the researcher during the interview sessions. 20 formal interviews being conducted and were audio-recorded and transcribed. The researchers used a constant comparative method of content analysis that included deductive and inductive coding procedures through various data collection over 2 years. The researchers organized and coded the interview data using the priority start codes and collectively developed a set of further codes that emerged through multiple readings and coding the interview data. Due to multiple relationships between codes and themes, the researcher allowed themes to share codes. Qualitative research analyses are designed to uncover the latent content or themes from the data (Krippendorf, 2004) and three themes reflect teachers beliefs about teaching in the north. The validity of the data

analysis by reviewing and assessing emerging themes from previous interviews.

5. Research Findings This study aimed for two characteristics. First study aim was to compare levels and patterns of self-collective efficacy, jobs stress and its sources and satisfaction for teachers in a northern Canada and western Canada. In study 1, it was found that the teachers self-efficacy, stress from student behaviour and job satisfaction were variables that reliability distinguished between teachers with high and low overall job stress. Most teachers in both settings agreed that teaching was stressful but also satisfying and there was no significant difference between the two groups on the two variables. Second aim, was to examine how geographical and social factors influenced work-related factors especially job stress and satisfaction in the remote setting. In study 2, findings were found based on several theme: i) Theme 1 : Physical and human geography influence job stress and job satisfaction It was found that the stress and satisfaction from teaching in Yukon was strongly influenced by the geography and outdoor recreation opportunities of the setting. The human geography of the territory also influenced emotions and motivation. ii) Theme 2 : Building connections with the community leads to teaching satisfaction It was found that the presence of first nations students and families in the community was viewed as a strong influence on teachers

connection with the community and provided challenges and rewards for teachers coming from outside the territory. iii) Theme 3 : Cultural transitions in the community lead to teachers professional stress It was found that the cultural transitions of students, parents and other community members increased the challenges and stress inherent in teaching in the North. From study 2, it was highlighted the importance of geographical, social and cultural factors for teachers working in remote settings. In overall findings, it was found that from both studies showed the job stress and job satisfaction were influenced by physical and human geography, level of connection with the community and by the communitys cultural transitions. It also showed that the collective motivation beliefs were an important role to increase job satisfaction in both studies.

6. Conclusion It can be concluded that the study used a mixed methods approach to explore teachers self and collective efficacy, job stress and job satisfaction in remote northern Canada. Both studies which used quantitative and qualitative research were explained clearly through this research paper. Personally, I am very clear on the explanation given throughout the process of conducting the research. The good things of this study, it also explained the types of questions were asked during the study and the limitations of the study so it can give guidance for other researchers to reduce the risks in achieving the objective of a study. This study proved that from the mixed method approached which was quantitative and qualitative method used, more better results and better understanding can be gained and explored in a certain study instead of using one method only. This study can give slight implications towards the

teachers in the remote setting because the findings from the study for professional practice were significant because job satisfaction has been shown to influence career decisions and to enhance motivation and performance of the teachers.

Teaching in the Yukon : Exploring Teachers Efficacy Beliefs, Stress and Job Satisfaction in a Remote Setting
Prepared for: Dr Teoh Sian Hoon EDU702 Lecturer

Prepared by : Siti Hajar binti Anip (2011937431 )

M.Ed TESL Student Part 1 (Group ED7701A2) MARA University of Technology Shah Alam