Berg, D. A. G., Skaalvik, E. M., Asil, M., Hill, M. F., Uthus, M., Tangen, T. N. et al. (2023). Teacher Self-Efficacy and Reasons for Choosing Initial Teacher Education Programmes in Norway and New Zealand. Teaching and Teacher Education, 125, Article 104041.
https://doi.org/10.1016/j.tate.2023.104041

has been cited by the following article:

• TITLE: Shared Values in the Teaching Profession: A Study of Relations with Perceived Social Support, Job Satisfaction, Engagement, and Sense of Belonging

  AUTHORS: Einar M. Skaalvik, Sidsel Skaalvik

  KEYWORDS: Teacher Motivation, Supportive School Environment, Shared Values, Belonging, Engagement, Job Satisfaction

  JOURNAL NAME: Creative Education, Vol.16 No.4, April 28, 2025

  ABSTRACT: This study explored how teachers’ perceptions of sharing the prevailing goals and values at school (shared values) and their experiences of working in a positive and supportive social environment (social support from colleagues and the school leadership) were related to their motivation (job satisfaction and engagement) and their sense of institutional belonging. We were particularly interested in examining potential mediation processes. The participants in the study were 1145 Norwegian teachers. The data were analyzed using correlation and structural equation modeling (SEM). Two SEM models were tested: one with supportive colleagues and supportive school leadership as exogenous variables, and one with shared values as a single exogenous variable. The zero-order correlations showed that shared values, supportive colleagues, and supportive school leadership were positively and moderately intercorrelated (r = .49 to r = .53) and that all these variables were positively associated with teacher job satisfaction, engagement, and sense of belonging. The results of the SEM analysis indicate complex mediation processes, suggesting that shared values and social support influence each other reciprocally.