TY - JOUR
T1 - Relationship between mentoring and coaching experience, teaching self-efficacy and job satisfaction of vocational school teachers in Thailand
AU - Preechawong, Sukritta
AU - Anmanatrakul, Anusit
AU - Pinit, Pichet
AU - Koul, Ravinder
AU - Easter, Matthew A.
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - The purpose of this study was to examine the relationships between mentoring and coaching experience, teachers’ self-efficacy, and job satisfaction. Moreover, the researchers investigated the differences among the group of years of teaching experience of vocational teachers. Structural equation modelling (SEM) and one-way ANOVA were used for analysing the data from 614 participants from five areas in Thailand. The study found positive relationships among the mentoring and coaching experience, teachers’ self-efficacy and job satisfaction. There was a significant difference among the group of years of teaching experience in the mentoring and coaching experience of the teachers. These results could be applied in a policy presentation for the education sector to consider driving teacher professional development programmes through mentoring and coaching, especially in the context of vocational teachers. Findings suggest each life phase of the teachers’ career demonstrated what administrators should consider when organising professional development programmes in colleges or schools.
AB - The purpose of this study was to examine the relationships between mentoring and coaching experience, teachers’ self-efficacy, and job satisfaction. Moreover, the researchers investigated the differences among the group of years of teaching experience of vocational teachers. Structural equation modelling (SEM) and one-way ANOVA were used for analysing the data from 614 participants from five areas in Thailand. The study found positive relationships among the mentoring and coaching experience, teachers’ self-efficacy and job satisfaction. There was a significant difference among the group of years of teaching experience in the mentoring and coaching experience of the teachers. These results could be applied in a policy presentation for the education sector to consider driving teacher professional development programmes through mentoring and coaching, especially in the context of vocational teachers. Findings suggest each life phase of the teachers’ career demonstrated what administrators should consider when organising professional development programmes in colleges or schools.
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U2 - 10.1080/03055698.2021.1994374
DO - 10.1080/03055698.2021.1994374
M3 - Article
AN - SCOPUS:85117505593
SN - 0305-5698
VL - 50
SP - 722
EP - 742
JO - Educational Studies
JF - Educational Studies
IS - 5
ER -