Date of Award

2025

Document Type

Thesis

Degree Name

MA in Psychology

Department

Psychology

First Advisor

Elizabeth Brondolo

Second Advisor

Ester Navarro Garcia

Abstract

Job satisfaction is a critical factor influencing teacher retention, well-being, and self-efficacy. Interpersonal relationships within the workplace—including those with students, colleagues, and principals—have been shown to be key contributors to job satisfaction. Although research has extensively explored job satisfaction in a Western educational context, few studies have examined its predictors in a Southeast Asian context, particularly in Vietnam. Given Vietnam’s collectivist culture and Confucian-influenced education system, where workplace harmony and hierarchical relationships are emphasized over individual autonomy, the factors influencing teacher job satisfaction may differ significantly from those in Western contexts. Further, the mechanisms through which workplace relationships influence job satisfaction remain unclear. Self-efficacy, or an individual’s belief in their ability to succeed in specific tasks, has been shown to enhance motivation, resilience, and overall job performance, suggesting it may play a crucial role in shaping how workplace relationships impact job satisfaction (Bandura, 1997; Maddux & Klehe, 2006). The present study investigates the role of self-efficacy and its multiple facets as potential mediators between interpersonal relationships and job satisfaction. Participants included 1,961 teachers from private and public schools across Vietnam, teaching at grade levels ranging from Pre-K to high school. Findings reveal that teacher-student, teacher-colleague, and teacher-principal relationships are significantly associated with job satisfaction, with teacher-colleague relationships having the strongest correlation. Additionally, self-efficacy partially mediated these relationships, suggesting that high-quality interpersonal relationships enhance job satisfaction. These findings highlight the importance of fostering supportive school environments and strong professional networks to enhance teacher well-being in Vietnam. They also suggest that efforts to improve job satisfaction should account for both direct relational influences and the role of self-efficacy in shaping teachers' experiences. Further research should explore the cultural nuances that may shape these dynamics in Southeast Asian educational systems.

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