THE INFLUENCE OF TEACHER SELF-EFFICACY,

CAREER IDENTITY AND JOB SATISFACTION

TO CAREER MOBILITY OF TEACHERS

A Thesis Proposal
Presented to
Jocelyn Bacasmot, EdD
University of Mindanao, Davao City

________________________________________________

In Partial Fulfillment of the Requirements

in ED 203 (Methods of Research)
2nd Semester, SY 2019–2020

___________________________________

Miira C. Sagudaquil
09293597884

February 2020
 The Influence of Teacher Effectiveness, Career Identity and
Job Satisfaction to Career Mobility of Teachers

Rationale

The professional behaviors exhibited by teachers determine the great

extent of their effectiveness to contribute on the students’

achievements(Tucker & Stronge, 2017). While their efforts has been

recognized; many of these teachers experienced being overworked and

underpaid (Hohnbaun, 2012). Adams (2001) cited that teaching is one of the

most stressful jobs compared to other occupations. However, these teachers

chose to remain in teaching as they are intrinsically motivated (George, 2011).

But to which extend could they remain in their teaching career? It is therefore

imperative to attend to the welfare of the teachers by giving them mobility in

their career. This is because teachers do not only teach content; they also

motivate and encourage students, trying to be up-to-date, and expected to be

accountable, to come to class prepared, to be skilled in assessment, and to

positively interact with students, parents, co-teachers and administrators, all in

their quest to facilitate learning.

Thus, this paper hopes to shade light to intrinsically motivated teachers

that their effectiveness, career identity and job satisfaction could influence

their career mobility. Findings of this study would be beneficial especially for

the following stakeholders: DepED officials, school administrators, teachers

and students.
Conceptual Framework

The diagram in Figure 1 shows the relationships of variables of the

study. The teacher effectiveness, career identity and job satisfaction are the

independent variables. The dependent variable is the career mobility.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Teacher Effectiveness

Career Identity
Career Mobility
Job Satisfaction

MODERATING VARIABLE

a) Sex
b) Length of Service
c) Position
d) Last Year Being
Promoted

Figure 1. Conceptual Framework

Related Literature

The Influence of Teaching Effectiveness on Career Mobility

Hammond(2000 and 2011) states that teaching quality or teaching

effectiveness is key to student success. Same study by Hanuschek, et al.

(1992), estimates that the individual teacher effect is as high as 7% of the

total achievement effect.

The National Association of the state of Boards of Education(2002)

identified performance-based ladders as an effective motivation for teachers

as they exhibited level of proficiency.

According to the Office of Affirmative Action at the University of Rhode

Island (2007) as cited by Ward(2007), career mobility or ladder or career path

system is a hierarchy of jobs consisting of a series of more complex duties

and responsibilities within a general occupational area. Through this system, it

offers teachers the opportunity to enhance their abilities, skills, knowledge and

the privilege to develop their leadership skills by accepting additional

responsibilities.

The fundamental goals for career mobility are to reward excellence,

improve teaching skill, and increase student achievement through the process

of assessing and evaluating teacher effectiveness (Ward, 2007). The

cumulative effect of teacher effectiveness not only affects academic

performance, but also a lifetime of success often refer to career upward

mobility (Chetty, Friedman & Rockoff, 2011).

The Ohio Standards for the Teaching Profession envisions an effective

teacher as one who is a fully skilled professional who demonstrates

purposefulness, flexibility, and consistency. These teachers anticipate and

monitor situations in their classroom and schools and make appropriate plans

and responses. They have an impact on their classroom, school, or district

(The Educator Standards Board & The Ohio Department of Education, 2006).

References

Learning Forward. (2011). Retrieved February 14, 2020, from Proquest:

https://search.proquest.com/citedby/MSTAR_1450162641/1A558A4B8
6A948F4PQ/1?accountid=31259

Odden, A. &. (2002). Digital Commons. Retrieved February 14, 2020, from
digitalcommons.andrews.edu/cgi/viewcontent.cgi?
article=2526&context=dissertations

Ward, S. (2007, July). Digital Commons. Retrieved February 14, 2020, from
https://digitalcommons.andrews.edu/cgi/viewcontent.cgi?
article=2526&context=dissertations
The Influence of Career Identity on Career Mobility

According to Wang (2009) as cited in the study of Blustein and Noumair

(1996) that the two most influential factors for career mobility from intra-

personal experience were self and identity. Chartrand and Camp(1991) have

reviewed the measurements of career constructs between 1970 and 1990s.

The result of their study revealed that career motivation has received

considerable attention in the field of career research.

From Erickson’s point of view, as cited by Wang (2009), identity is

ultimately the ability to perceive oneself as wholeness. Furthermore

London(1983) defined career identity as to how central one’s career to one’s

identity. This career identity included the work centrality and desire for upward

mobility (London, 1983).

Ishikawa (2007) claimed that employees hold their works in high regard in

their lives. Employees have personal needs for finance, promotion,

recognition and dominance (London, 1983). According to London (1997) that

teachers who desire upward mobility will interpret their career in terms of

climbing a ladder or getting to the top.

Bourdeau et al. (2001) measured job involvement by asking 100

respondents to identify five different life domains. His study revealed that

willingness to transfer consists of individuals’ career identity general

receptivity toward mobility opportunities within their current organization.

Moreover, Meijers(1998) as cited by Soer(2009) refers career identity as a

structure in which the individual links his own motivation, interests and

competencies with acceptable career roles as resulted to mobility achieved in

teachers’ career. Teachers are motivated to develop themselves in a specific

way; this means that teachers develop in a way to achieve their career roles

or mobility (Soer, 2009).

References

J. W. BOUDREAU, W. R. BOSWELL, T. A JUDGE, R. D. BRETZ (2001).

Personality and Cognitive Ability as Predictors od Job Search Among
Employed Managers. Personnel Psychology. http://dx.doi.org/10.1111/j.1744-
6570.2001.tb00084.x

London, M., & Noe, R. A. (1997). London’s Career Motivation Theory: An

Update on Measurement and Research. Journal of Career Assessment, 5(1),
61–80. https://doi.org/10.1177/106907279700500105

Chartrand, J. M., & Camp, C. C. (1991). Advances in the measurements of

career development constructs: A 20-year review. Journal of Vocational
Behavior, 39(1), 1-39.

Soer, Emmy. (2009). Teacher professional development: The impact of career

identity, self-constructual and school climate.
https://www.researchgate.net/publication/279423221_Teacher_professional_d
evelopment_The_impact_of_career_identity_self-
constructual_and_school_climate/citation/download

The Influence of Job Satisfaction on Career Mobility

 Wong(2005) stated that several studies have proven that teachers with

high efficacy are more enthusiastic and satisfied with their job (Caprara,

Barbaranelli, Borgogni & Steca, 2003). This created a powerful incentive for

learning to students, and devotes them (teachers) to remain in their position

for as long as possible; and on the later part, could attain career mobility for

the high teaching efficacy shown (Coladarci, 1992; Reyes & Shin, 1995).

Promotion or career mobility can therefore be regarded as the passage to

a higher rank. In management, promotion is one of the reinforcers of the

rewards system to help motivating employees. Other rewards include pay,

recognition, desirable work assignments, autonomy and participation

(Robbins & Coulter, 2002). From a motivation perspective, if rewards are

allocated only on non-performance factors, such as seniority, job title, or

across-the-board pay raises, employees are likely to reduce their efforts. As

stated by the Peter Principle (Peter Hull, 1969), in a hierarchy using promotion

solely as a reward for good performance, people tend to rise to their level of

competence because good performance in one job is no guarantee of good

performance in another. That is why the pay-for-performance programmes or

compensation plans are gaining in popularity.

According to Maclean (1992), teachers seeking promotion wish to

maximize their influence and power within their school, to have more freedom

in their work and to establish new challenges in order to relieve or reduce the

threat of boredom.

In a study conducted by Nyamubi(2016) to Tanzanian teachers revealed a

significant relationship between job satisfaction and career development.

Teachers were satisfied by both monetary and non-monetary incentives they

receive from their school organization.

Furthermore, Zembylas & Papanastaciou (2005) examined on their study

the relationship between job satisfaction and teacher empowerment, which

includes career promotion or mobility. It was found out that teacher

satisfaction on their job contribute to career promotion.

Reference

Learning Forward. (2011). Retrieved February 14, 2020, from Proquest:

https://search.proquest.com/citedby/MSTAR_1450162641/1A558A4B8
6A948F4PQ/1?accountid=31259

Nyamubi, G. J. (2016, June 10). Education Research International. Retrieved

February 14, 2020, from
https://www.hindawi.com/journals/edri/2017/7282614/

Odden, A. &. (2002). Digital Commons. Retrieved February 14, 2020, from
digitalcommons.andrews.edu/cgi/viewcontent.cgi?
article=2526&context=dissertations

Ward, S. (2007, July). Digital Commons. Retrieved February 14, 2020, from
https://digitalcommons.andrews.edu/cgi/viewcontent.cgi?
article=2526&context=dissertations

Wong, P.-M. W.-s. (2005). Research Gate. Retrieved February 14, 2020, from
https://www.researchgate.net/publication/249751100_Promotion_Criter
ia_and_Satisfaction_of_School_Teachers_in_Hong_Kong/citation/
download

Zembylas, M., & Papanastasiou, E. C. (2005). Taylor & Francis Online.

Retrieved February 14, 2020, from
https://www.tandfonline.com/doi/abs/10.1080/13803610500146152