Article

Title: Exploring teacher’s efficacy beliefs, stress, and job satisfaction in a remote setting,
International Journal of Education Research.

Writer’s Name: Klassen, Foster, Sukaina and Bowman(2009)

Writer’s Thesis Statement: Discuss on the influence of cultural and community factors on
teacher’s working lives.

INTRODUCTION:

This article which stresses on job beliefs and how geographical, community, and cultural factors
were related to it shows that teachers nowadays encounter lot of challenges in their career
which could lesser their motivation level in teaching especially in inaccessible setting. The
challenges turn into the factors that affect teacher’s working lives. In order to get engaged
wholly in a job, one should have a high level motivation to ensure that the job done is satisfied
and di creased stress level. The motivation will easily decrease in thorny situations and change
one’s belief or assurance in potential to successfully carry out a particular course of action.
Teacher’s is one of the factors to inject motivation among student’s, therefore, teachers should
have a high level of motivation in teaching the students so that the learning process can be
done effectively and cooperatively.

SUMMARY:
This article, conducted by four readers, Robert M. Klassen, Rosemary Y. Foster, Sukaina Rajani
and Carley Bowman, was particularly to examine the teacher’s job beliefs in the Yukon Territory
in Northern Canada. As indicated in the article, job stress and job dissatisfaction are influenced
by physical and human geography, level of connection with the community and by the
community cultural trasition.

WRITER’S OBJECTIVE OR PURPOSE:

The Objective of the article is to evaluate whether teachers working in Yakon, a predominantly
secluded place in Canada, serve as a more stressful place to teach for teachers as compared to
teachers, teaching in urban, Western Canada. Another purpose of the study was to collect
information about how geographical and Social issues may or may not affects teacher’s work.

CRITIQUE:

Teachers motivation is important and it influenced by self and collective efficacy as well as job –
two related beliefs such as job stress and job satisfaction education is lifelong learning
meanwhile teaching is lifelong career, In order to make the lifelong learning’s a triumphant,
teachers first need to have the interest and passion as well as motivated enough towards the
job. The use mixed methods for this study impressed me as Klassen, Foster, Sukaina and
Bowman, attempt to explore more on factors that teachers understand to influence the stress
they experienced in a work setting and the satisfaction that they derived for teaching in
inaccessible setting.
CONCLUSION:

This research is an example of a well-conducted mixed methods research. Both the quantitative
and qualitative researches were explained intensely through the research paper. The reviewer
get a clear overview on the processes of conducting these two studies. This research
demonstrates how the results of qualitative and quantitative methods together can provide a
better understanding of a phenomenon that could be achieved by using only one of the
methods by itself.

1. Overall Impression of the work

• Overall the study was well documented providing specific details of the methodology as well
as results. This could prove helpful should a need arise for the research to be replicated. The
study also provided a different take on teacher’s job beliefs since it also delved into a qualitative
method of research which is rarely undertaken when studying motivation beliefs.

2. Benefits of the intended reader

• Klassen, Foster, Sukaina and Bowman have presented a realistic research the factors
influence job and stress depend on the context and also depend on the outside of the
classroom factors as strongly as school based factors. The links with community and
stakeholders play an important role in the satisfaction and stress in the classroom. The article
does contain supporting information as the finding shows that those factors do influence
teacher’s motivation.
MEMBERS:

Rea May Cansad – Introduction

Kyla Jane Sazon Galapon – Summary

Joseph Dialo – Critique

MARK Arjay Lias – Conclusion