Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach

Abstract The shortage of mathematics teachers necessitates deliberate efforts to retain high-quality ones in many parts the world. This puts teacher job satisfaction spotlight since satisfied are likely their jobs. Thus, purpose this study is twofold. first quantify influence self-efficacy and motivation on satisfaction. second investigate patterns changes across gender, age, work experience. Using both descriptive inferential statistics, we analysed dataset 1304 Norwegian address two research questions. results showed that social utility have a significant with an additional mediating role self-efficacy. Contrary our expectations, personal has negative We found women had significantly higher than men. Also, high-low–high pattern ascending order teachers’ age One practical implication these findings exposing appropriate time (i.e. at low stage satisfaction) for interventions targeted be effective. discussed other implications concerning which constructs, groups prioritise would reinforce teachers.