ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Motivation to Join the Teaching Profession and Teacher Collaboration as Mediators of the Relationship between School Climate and Teacher Self-efficacy
Provisionally accepted
- 1Tianjin University of Technology and Education, Tianjin, China
- 2Jiangxi Science and Technology Normal University, Nanchang, China
- 3Shaanxi Normal University, Xi'an, China
- 4Renmin University of China, Beijing, China
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This study aims to investigate the relationship and internal mechanism of school climate, motivation to join the teaching profession, teacher collaboration and teacher self-efficacy. In the present study, a total of 5252 teachers from 200 primary and secondary schools in X city of western China were investigated through a modified questionnaire based on the Teaching and Learning International Survey (TALIS). The results indicated that: a) school climate was positively associated with teachers' self-efficacy; b) motivation to join the teaching profession, teacher collaboration, and teacher self-efficacy were significantly related with each other, and c) the motivation to join the teaching profession and teacher collaboration played partially-mediating roles between school climate and teachers' self-efficacy. This study not only provided more explicit sights on how school climate, combined with variables may influence teachers' self-efficacy, but also can be utilized as theoretical guidance for policymakers and school organizations regarding building the positive relationship between school climate and teachers' self-efficacy through promoting motivation and strengthening teacher collaboration.
Keywords: Motivation to Join the Teaching Profession, School Climate, Teacher collaboration, teacher self-efficacy, Teachers' motivation
Received: 09 Oct 2025; Accepted: 05 Feb 2026.
Copyright: © 2026 WU, Guo, CHEN and WANG. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Tao Guo
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