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Jedna školska godina dinamičan je period u kojem se izmjenjuju zahtjevi različitog intenziteta. Od nastavnika se pritom očekuje da jednako spremno odgovaraju na njih u početku, kao i na kraju školske godine, kada je iza njih dugotrajan period opterećenosti poslom. S obzirom na navedeno, cilj ovog istraživanja bio je provjeriti postoje li razlike u profesionalnoj dobrobiti nastavnika kroz jednu školsku godinu. U istraživanju je sudjelovalo 1141 nastavnika iz 73 srednje škole s područja cijele Republike Hrvatske. Nastavnici su upitnik popunjavali online putem u četiri navrata tijekom školske godine 2021./2022. Točnije, svoje procjene navodili su u listopadu i prosincu 2021. te u ožujku i svibnju/lipnju 2022. Kao indikatore profesionalne dobrobiti uključili smo zadovoljstvo poslom i emocionalnu iscrpljenost nastavnika. Dobiveni rezultati su pokazali kako su nastavnici u prosjeku zadovoljni svojim poslom, a svoju emocionalnu iscrpljenost procjenjuju niskom kroz cijelu školsku godinu. Kako bismo utvrdili postoje li razlike u navedenim procjenama kroz vrijeme, provedena je ANOVA na ponovljenim mjerenjima. Rezultati su pokazali da postoje razlike u zadovoljstvu poslom i emocionalnoj iscrpljenosti nastavnika kroz školsku godinu. Dobiveni nalazi interpretirani su u okviru različitih radnih zahtjeva kroz navedeni period te stabilnosti mjerenih indikatora kroz vrijeme.

Research goals and why the work was worth doing Although longitudinal associations between self- efficacy and professional wellbeing indicators have been investigated previously, studies that separate stable individual differences in these constructs from changes that occur within individuals over time are still scarce. Therefore, in the present research, we tested the random- intercept cross lagged panel model (RI-CLPM) and investigated the relationship between teacher self-efficacy and job satisfaction at between- person level (by examining whether teachers with higher levels of self-efficacy are in general more satisfied with their job) and within-person level (by examining whether teachers who report higher than typical levels of self-efficacy are also satisfied with their job more than expected at a single time point and across time points). In addition, since teacher self-efficacy is multi- faceted construct (i.e., efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management), we tested these relationships for each dimension of teacher self-efficacy separately to examine its possible differentiated effects. Theoretical background The shortage of teachers is a problem faced by many countries around the world. Research shows that attrition rates for teachers in the first five years in the profession are as high as 50% (Buchanan et al., 2013 ; Lindqvist et al., 2014). Strategies aimed at reducing teacher attrition are largely focused at increasing job satisfaction, considering its established relation with the decision to leave the profession (Klassen & Chiu, 2011 ; Kelly et al., 2019). Teachers’ self-efficacy is considered to be one of the most important factors affecting teachers’ job satisfaction - teachers with low levels of self-efficacy tend to be dissatisfied with their jobs, which increases the likelihood of leaving the teaching profession (Evans, 2001 ; Ingersoll, 2001). Design/Methodology/Approach/Intervention In total, 1141 teachers (881 females) with an average teaching experience of 15.88 years (SD = 9.13), employed in 73 secondary schools in Croatia, participated in a longitudinal study with a full panel design. Teachers filled out an online questionnaire four times within a school year with a time lag of 2.5 months. Participation in the study was voluntary and anonymous and responses of teachers from different time points were matched based on specially created self-generated codes. To account for nestedness of teachers within schools and possible bias in estimates of standard errors, the RI-CLPM was tested with the TYPE IS COMPLEX option in Mplus. Results obtained The results showed that stable parts of all three dimensions of teacher self-efficacy and job satisfaction were positively correlated implying that teachers with higher levels of efficacy for student engagement, instructional strategies, and classroom management also tend to be more satisfied with their job. Regarding the time- specific associations, we found that teachers with higher than expected levels of self-efficacy at a given time point, also reported higher than expected levels of job satisfaction. Finally, we established longitudinal spill-over effects from efficacy for student engagement and instructional strategies to job satisfaction, showing that teachers with higher than usual levels of self- efficacy at one time point are also more satisfied with their job at subsequent measurement occasion. However, no such effects were found for efficacy for classroom management. In addition, longitudinal effects from job satisfaction to self-efficacy were not established. Our results point to the importance of examining different aspects of teacher self-efficacy separately and highlight the causal predominance of self-efficacy construct over job satisfaction while exploring its dynamic relationship. Limitations Common method bias may have occurred given that self-efficacy and job satisfaction were both measured using self-ratings. Also, although large, a convenience sample of participants was used. Conclusions – research and or practical implications/Originality/Value Given that higher levels of teacher self-efficacy are related to higher level of job satisfaction, it is necessary to develop and implement different methods and strategies to increase self-efficacy among teachers. Relevance to the Congress Theme As the world of work changes, so does the teaching profession. Changes in the teaching profession result in lower job satisfaction and leaving the profession, which is a problem that many countries around the world are facing. Relevant UN SDGs UN SDGs relevant to this paper are (3) Good health and well-being, (4) Quality education and (8) Decent work and economic growth.

Teacher personality domains have been recognized as important factors for teacher effectiveness. However, empirical evidence on associations of lower levels of personality hierarchy with teaching effectiveness is still scarce. Thus, in the present study, we investigated the relationships between teacher self-reported personality at the facet level and student-reported three basic dimensions of teaching quality–cognitive activation, classroom management, and supportive climate. In a large-scale study, 1, 043 Croatian secondary-school teachers (81.8% female) gave self-reports on their personality, while 18, 673 (59.3% female) of their students rated the teaching quality. A multilevel analysis showed differentiated pattern of relationship between facets of the Big Five domains and dimensions of teaching quality (e.g., Compassion and Trust, but not Respectfulness, were positively related to supportive climate) indicating distinct importance of personality facets in explaining teacher performance. In addition, most of the established effects remained significant even after controlling for an acquiescent response style.

Teacher personality traits have been recognized as important factors for shaping teaching effectiveness. However, less is known about the role of personality in explaining teacher self-efficacy beliefs. Moreover, to provide more accurate predictions of relevant teacher outcomes and to better understand mechanisms underlying trait-outcome relationships, it is important to take a more fine-grained approach and to explore the incremental value of personality facets over global personality domains. Therefore, we collected data on Big Five personality dimensions (i.e., Extraversion, Agreeableness, Conscientiousness, Negative Emotionality, and Open-Mindedness) and efficacy beliefs (i.e., efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management) from 1069 Croatian high-school teachers. We tested the domain-incremental facet-acquiescence bifactor model (Danner et al., 2021), which allowed disentangling the domain-level variance, incremental facet-level variance, and item-specific variance, but also specifying the personality factors as orthogonal domains. The results showed that all Big Five domains were independently related to the analyzed efficacy dimensions. More specifically, higher levels of all Big Five dimensions, except the Negative Emotionality, were related to higher levels of teacher efficacy beliefs. Moreover, personality facets demonstrated unique and differentiated associations with teacher efficacy beliefs with the strongest effects regarding efficacy for student engagement and efficacy for classroom management. These findings suggest that specific personality facets have incremental predictive power over and above global personality domains in predicting relevant teacher outcomes such as their self-efficacy beliefs.

Prema teoriji kontrole i vrijednosti emocija postignuća (Pekrun, 2006), kvaliteta poučavanja povoljno djeluje na formiranje učeničkih kognitivnih procjena kontrole i vrijednosti koje pak neposredno determiniraju vrstu akademskih emocija. Općenito, istraživanja posvećena proučavanju antecedenata akademskih emocija, kako posrednih kao što su kvaliteta poučavanja, tako i neposrednih kao što su učenička uvjerenja o vrijednosti i kontroli nad aktivnostima i ishodima postignuća, predstavljaju važan doprinos boljem razumijevanju etiologije emocionalnog doživljavanja učenika te promoviranju povoljnijih emocionalnih iskustava u obrazovnom kontekstu. Stoga je cilj ovog istraživanja bio provjeriti medijacijsku ulogu samoefikasnosti i vrijednosti zadatka u objašnjenju odnosa između tri temeljne dimenzije kvalitete poučavanja – kognitivna stimulacija, upravljanje razredom i pružanje podrške učenicima – te niza emocija doživljenih za vrijeme nastave (uživanje, ponos, nada, ljutnja, anksioznost, sram, beznađe i dosada). U istraživanju su sudjelovala 17.984 učenika iz ukupno 1043 razreda i 73 srednje škole na području RH koji su procjenjivali kvalitetu poučavanja nastavnika ciljanog predmeta te samoizvještavali o samoefikanosti, vrijednosti zadatka te akademskim emocijama doživljenim na nastavi iz tog predmeta. Primjena višerazinskog modeliranja strukturalnim jednadžbama pokazala je da samoefikasnost djelomično posreduje odnos između kvalitete poučavanja i akademskih emocija – što su učenici percipirali kvalitetu poučavanja nastavnika ciljanog predmeta većom, davali su veće procjene samoefikasnosti, koje su zauzvrat bile povezane s višim razinama pozitivnih emocija i nižim razinama negativnih emocija. Također, veća percipirana kvaliteta poučavanja bila je izravno povezana s većim razinama pozitivnih emocija i nižim razinama negativnih emocija. Međutim, kognitivna procjena vrijednosti djelomično je posredovala samo odnos između kvalitete poučavanja i pozitivnih emocija, dok je s negativnim akademskim emocijama bila nepovezana. Ovakvi odnosi bili su prisutni na obje razine analize, odnosno i unutar i između razreda. Zaključno, dobiveni rezultati potvrđuju postavke teorije kontrole i vrijednosti emocija postignuća te sugeriraju da bi se kroz povećanje kvalitete poučavanja izravno moglo unaprijediti adaptivnije emocionalno doživljavanje učenika, ali i neizravno kroz izgradnju pozitivnih percepcija vrijednosti i kontrole nad učenjem i postignućem.

Ličnost nastavnika prepoznata je kao važan čimbenik u predviđanju niza profesionalnih ishoda kao što su sagorijevanje na poslu, radna uspješnost i motivacija. Većina ranijih istraživanja razmatrala je isključivo ulogu Velikih pet dimenzija ličnosti (ekstraverzija, ugodnost, savjesnost, negativna emocionalnost ili neuroticizam, otvorenost) iako suvremene konceptualizacije ličnosti naglašavaju njezinu hijerarhijsku strukturu i važnost faceta (npr. asertivnost, razina energije i društvenost čine facete ekstraverzije) u objašnjenju niza životnih ishoda. Stoga je cilj ovog istraživanja bio ispitati povezanost domena i faceta Velikih pet dimenzija ličnosti i osnovnih indikatora profesionalne dobrobiti nastavnika – zadovoljstva poslom, emocionalne iscrpljenosti i želje za napuštanjem nastavničke profesije. U istraživanju je sudjelovalo 1123 nastavnika (879 žena) iz 73 srednje škole u Republici Hrvatskoj. Nastavnici su u prosjeku imali 16 godina iskustva u poučavanju. Podaci su prikupljeni u dvije vremenske točke – nastavnici su dali samoprocjene ličnosti (na razini domena i faceta) na početku školske godine te samoprocjene zadovoljstva poslom, emocionalne iscrpljenosti i želje za napuštanjem profesije pred kraj školske godine. Sudjelovanje u istraživanju je bilo dobrovoljno i anonimno. Rezultati su pokazali da su sve domene i facete, uz izuzetak domene i faceta otvorenosti, bile povezane s analiziranim indikatorima profesionalne dobrobiti. Veće razine ekstraverzije, ugodnosti i savjesnosti, kao i veće razine faceta unutar ovih dimenzija, bile su povezane s većim zadovoljstvom poslom, manjom emocionalnom iscrpljenošću te slabije izraženom željom za napuštanjem profesije. Suprotno tome, negativna emocionalnost i njezine facete bile su povezane sa sniženim zadovoljstvom poslom, ali povećanom emocionalnom iscrpljenošću i izraženijom željom za napuštanjem profesije. Kada je riječ o otvorenosti, jedino je faceta kreativne imaginacije bila pozitivno povezana sa zadovoljstvom poslom i negativno s emocionalnom iscrpljenošću. Ovo istraživanje istaknulo je važnost osobina ličnosti nastavnika kao zaštitnih ili rizičnih čimbenika u oblikovanju njihove profesionalne dobrobiti što predstavlja važan korak u podizanju svijesti o ulozi specifičnih individualnih karakteristika u profesionalnom funkcioniranju nastavnika.

Teaching is an emotional endeavor. To prevent interference of emotions with their job performance, teachers use different emotion regulation strategies which can have distinct effects on teaching quality and their relationship with students. Thus, in the present research, we examined the associations of emotion regulation strategies (i.e., reappraisal, suppression, and genuine expression of emotions) with three basic dimensions of teaching quality (i.e., cognitive activation, classroom management, and supportive climate) and student-teacher relationships (i.e., closeness and conflict). In total, 1, 043 Croatian secondary-school teachers, who provided self-reports on their emotion regulation strategies, were matched with 18, 673 of their students, who rated the teaching quality and student-teacher relationship. A multilevel analysis indeed indicated distinct associations of emotion regulation strategies with teacher performance–genuine expression of emotions was positively related to teaching quality, while suppression was negatively related to both teaching quality and student-teacher relationship. Surprisingly, reappraisal was unrelated to analyzed outcomes.

Odnos između nastavnika i učenika pokazao se važnim za različite akademske ishode učenika. Pritom je važno uzeti u obzir dimenziju bliskosti, kao indikator pozitivnog odnosa nastavnika i učenika, ali i dimenziju sukoba, kao indikator negativnog odnosa. Prema teoriji kontrole i vrijednosti emocija postignuća (Pekrun, 2006), odnos između nastavnika i učenika spada u okolinsku odrednicu emocija postignuća koja ne djeluje izravno na pojavu emocija, već neizravno preko kognitivnih procjena kontrole i vrijednosti. S obzirom na to, cilj ovog istraživanja bio je ispitati medijacijsku ulogu procjena kontrole i vrijednosti u odnosu između dimenzija bliskosti i sukoba kao indikatora odnosa između nastavnika i učenika te učeničkih emocija postignuća. U ovom radu prikazani su podaci iz jedne točke mjerenje u kojem je sudjelovalo ukupno 19607 učenika srednjih škola s područja Republike Hrvatske. Učenici su procjenjivali bliskost i konflikt u odnosu s ciljnim nastavnikom, vrijednost zadataka i samoefikasnost u ciljnom predmetu te emocije postignuća koje doživljavaju tijekom boravka na nastavi kod tog nastavnika. Provedena analiza traga pokazala je kako dimenzije bliskosti i sukoba izravno i neizravno predviđaju učeničke emocije postignuća. Točnije, dimenzija bliskosti izravno je predviđala sve emocije postignuća, na način da je pozitivno predviđala emocije radosti, nade i ponosa, a negativno emocije ljutnje, anksioznosti, srama, bespomoćnosti i dosade. S druge strane, dimenzija sukoba bila je izravni negativni prediktor uživanja, a pozitivni prediktor ljutnje, anksioznosti, srama, bespomoćnosti i dosade. Što se tiče neizravnih odnosa, procjena vrijednosti posredovala je odnos između dimenzija bliskosti i sukoba i svih emocija postignuća, dok je procjena samoefikasnosti posredovala odnos između dimenzija bliskosti i sukoba i svih emocija postignuća, izuzev dosade. S obzirom na to da je češće doživljavanje pozitivnih, a rjeđe negativnih emocija jedan od indikatora dobrobiti osoba, iz ovog rada možemo vidjeti kako odnos između nastavnika i učenika može pridonijeti pozitivnom emocionalnom doživljavanju učenika tijekom boravka na nastavi, a onda i njihovoj dobrobiti.

Iako istraživanja pokazuju da je uključenost učenika na nastavi povezana s mnogobrojnim pozitivnim akademskim ishodima kod učenika, manje se zna o ulozi nastavničke percepcije uključenosti učenika s profesionalnim ishodima kod nastavnika. U skladu s modelom radnih zahtjeva i resursa, percepcija učeničke uključenosti, odnosno neuključenosti na nastavi može se smatrati važnim resursom, odnosno zahtjevom u formiranju zadovoljstva poslom i sagorijevanje na poslu koji pak utječu na odluku nastavnika o napuštanju nastavničke profesije. Stoga je cilj ovog rada bio ispitati posredujuću ulogu emocionalne iscrpljenosti i zadovoljstva poslom nastavnika u odnosu između percepcije učeničke uključenosti i neuključenosti na nastavi te želje za napuštanjem profesije kod nastavnika. U istraživanju je sudjelovalo ukupno 1107 nastavnika iz 73 srednje škole s područja Republike Hrvatske. Nastavnici su ispunili skale o percipiranoj emocionalnoj i ponašajnoj uključenosti i neuključenosti svojih učenika na nastavi, svom zadovoljstvu poslom, emocionalnoj iscrpljenosti te želji za napuštanjem profesije. Rezultati su pokazali da su nastavnici koji percipiraju uključenost svojih učenika na nastavi višom, zadovoljniji svojim poslom što je zauzvrat povezano s manje izraženom namjerom napuštanja nastavničke profesije. Suprotno tome, nastavnici koji svoje učenike vide kao one koji su u većoj mjeri neuključeni u nastavu, imali su sniženo zadovoljstvo poslom što je zauzvrat bilo povezano s većom namjerom napuštanja profesije. Nadalje, nastavnici koji imaju učenike koji su više uključeni u nastavu, iskazivali su o manjim razinama emocionalne iscrpljenosti što je zauzvrat bilo povezano s manjom željom za napuštanjem profesije. Naposljetku, veća percipirana neuključenost učenika bila je povezana s izraženijom emocionalnom iscrpljenošću što je pak pridonosilo većoj želji za napuštanjem profesije. Percipirana (ne)uključenost učenika na nastavi oblikovala je želju za napuštanjem profesije isključivo posredno putem zadovoljstva poslom i emocionalne iscrpljenost. Izuzetak je percipirana uključenost učenika na nastavi koja je, osim preko zadovoljstva poslom, želji za napuštanjem profesije doprinosila i izravno (premda je snaga ove povezanosti bila niska). Ovo istraživanje istaknulo je učeničku uključenost i neuključenost percipiranu od strane nastavnika kao važan radni resurs, odnosno zahtjev nastavničkog posla, a koji je povezan s pozitivnim i negativnim indikatorima profesionalne dobrobiti nastavnika.

Teachers’ emotions are part of the system that influences and is influenced by classroom processes such as teaching behavior and student outcomes. On the one hand, emotions affect teachers’ performance by shaping their cognitive and self-regulatory processes. On the other hand, teaching behaviors and ways of delivering instruction fuel the emotions teachers experience while teaching and interacting with students. Even though empirical evidence on implications of emotions for teaching is rapidly growing, previous research has been often burdened with limitations (e.g., single source bias, cross-sectional design, small samples, limited range of emotions considered). Thus, in the present research, we tried to overcome these shortcomings by conducting two studies. Study 1 had a cross-sectional design and included data from 1042 Croatian teachers and 16312 of their students. It showed that higher students’ ratings of teaching quality dimensions (i.e., classroom management, cognitive activation, and supportive climate) were positively related to teacher joy, pride, and love, and negatively related to teacher anger, hopelessness, and exhaustion. Study 2 was longitudinal and involved 93 German math teachers and 1442 of their students. Results showed that teacher joy and anger at the beginning of the schoolyear predicted student-reported teacher withitness, caring, and cognitive activation at midterm. Moreover, students’ ratings of teaching quality, in turn, predicted joy and anger at the end of the schoolyear. Effects for teacher anxiety were not significant. We conclude that feeling good leads to good teaching, but also that well-functioning instruction makes teachers feel good.

Istraživanja sustavno pokazuju da je transformacijski stil rukovođenja pozitivno povezan s radnom uspješnošću zaposlenika te da je ovaj odnos posredovan i moderiran brojnim osobnim i kontekstualnim čimbenicima. Međutim, transformacijsko vodstvo ravnatelja škola i njegov odnos s radnom uspješnošću nastavnika još uvijek su slabo istraženi, a naročito u svjetlu povećanih i izvanrednih zahtjeva na radnom mjestu kao što su, primjerice, zahtjevi i izazovi uzrokovani pandemijom COVID-19 i organizacijom rada na daljinu. Stoga je cilj ovog istraživanja bio ispitati kako i kada transformacijsko vodstvo ravnatelja objašnjava kvalitetu poučavanja na daljinu. Preciznije, testirana je medijacijska uloga nastavničke samoefikasnosti u objašnjenju odnosa između nastavničke percepcije transformacijskog vodstva ravnatelja njihovih škola i triju dimenzija samoprocijenjene kvalitete poučavanja – upravljanja razredom u virtualnim učionicama, aktivacije viših kognitivnih procesa učenika i emocionalne podrške učenicima. Također, provjerena je potencijalna moderatorska uloga stupnja samoprocijenjene digitalne pismenosti nastavnika, kao jednog od iznimno važnog osobnog resursa u kontekstu poučavanja na daljinu, u objašnjenju pretpostavljenih odnosa. U istraživanju koje je provedeno u drugoj polovici travnja 2020. godine putem online upitnika, sudjelovalo je 1655 nastavnika (1383 žena) osnovnih i srednjih škola iz različitih područja Hrvatske koji su u prosjeku imali 15.70 godina radnog staža u obrazovanju (SD=10.30). Moderirana medijacijska analiza pokazala je da samoefikasnost djelomično posreduje odnos između transformacijskog vodstva i triju dimenzija kvalitete poučavanja – što su nastavnici u većoj mjeri procjenjivali stil rukovođenja ravnatelja svojih škola transformacijskim, to su izvještavali o većim razinama samoefikasnosti koje su pak bile povezane s većom kvalitetom poučavanja. Također, stupanj digitalne pismenosti nije značajno moderirao odnos između transformacijskog vodstva i samoefikasnosti, odnos između transformacijskog vodstva i radne uspješnosti nastavnika, kao ni pretpostavljeni medijacijski mehanizam. Ipak, digitalna pismenost pokazala se važnom u objašnjenju i nastavničke samoefikasnosti i njihove radne uspješnosti.

This report presents insights on student experiences during lockdown due to the COVID-19 pandemic based on questionnaire responses given by students studying in Europe in April 2020. The research focused on the capacity of students, understood as a diverse group, to have reasonably positive academic outcomes in a disaster context such as the COVID-19 pandemic, as well as the role of their academic environment, social networks, emotional make-up, knowledge and skills and material resources in enabling such experiences. At the very end of the report, we provide insights on students’ responses to open questions which covered the advantages and disadvantages of on-line studying during the pandemic, prob- lems students encountered and suggestions for improvement.

Pojavom pandemije COVID-19 obrazovni sustav je kroz nekoliko dana premješten iz fizičkih u virtualne učionice. Takva nagla promjena djelovala je na sve dionike obrazovnog sustava, a posebice nastavnike koji su u tom periodu suočeni s povećanim i radnim i privatnim obavezama. Stoga je cilj ovog istraživanja bio ispitati medijacijsku ulogu emocionalne iscrpljenosti u odnosu između konflikata rad- obitelj i obitelj-rad te odanosti profesiji kod nastavnika. Uz to, provjerena je moderatorska uloga psihološkog kapitala, kao potencijalnog zaštitnog čimbenika, u objašnjenju pretpostavljenog medijacijskog odnosa. U istraživanju je sudjelovalo 1655 nastavnika iz 226 škola s područja Republike Hrvatske, a provedeno je online putem u proljeće 2020. godine kada je nastava na daljinu trajala pet do sedam tjedana. Moderirana medijacijska analiza pokazala je da je emocionalna iscrpljenost djelomični medijator odnosa između konflikata rad-obitelj i konflikta obitelj-rad te odanosti profesiji, ukazujući na to da su nastavnici, koji su procijenili više razine konflikata, ujedno izvijestili o višim razinama emocionalne iscrpljenosti, što je posljedično predviđalo niže razine odanosti profesiji. Nadalje, oba konflikta su bili izravni i negativni prediktori odanosti profesiji. Što se tiče moderatorskog odnosa, psihološki kapital je bio značajan moderator medijacijskog učinka emocionalne iscrpljenosti u odnosu između oba konflikta i odanosti profesiji, ali na neočekivan način. Kod konflikta rad-obitelj, neizravni učinak je bio jednak za sve tri razine psihološkog kapitala nastavnika, dok se kod konflikta obitelj- rad pokazalo kako je medijacijski učinak bio najizraženiji kod nastavnika s najvišim razinama psihološkog kapitala, manje izražen kod onih sa srednjim razinama, dok je najmanje izražen bio kod nastavnika s niskim razinama psihološkog kapitala. Ovakvi neočekivani nalazi potiču raspravu o njihovim potencijalnim praktičnim i teorijskim implikacijama te navode na daljnja istraživanja.

The abrupt switch to online teaching, caused by the first lockdown during the COVID-19 pandemic, was a potential threat for teachers' occupational well- being. This study investigated possible protective factors for elementary and high-school teachers in this situation. We expected both individual characteristics (teachers' digital competencies) and institutional resources (social support in schools) to play significant roles in explaining teachers' motivation for online teaching, which we expected to in turn predict teachers' job commitment. A total of 1655 elementary and high school teachers (84% women) between 23 and 70 years old (M=42.93 ; SD=9.93), with teaching experience ranging from less than 6 months to 43 years (M=15.70 ; SD=10.30) filled out online questionnaires: Teacher Digital Competencies Scale (designed for the study based on Redecker, 2017 and Paljina-Reinić et al, 2020), Motivation for Online Teaching Questionnaire (adapted from Abos et al, 2018), Copenhagen Psychosocial Questionnaire (Pejtersen et al., 2010), Teacher Job Commitment Scale (designed for the study based on TALIS 2018 and Theien et al., 2014). The survey was distributed across 227 Croatian schools, during April and May 2020. In line with expectations, teachers' motivation for online teaching significantly mediated the effects of both digital competencies and social support on teachers' job commitment during the first lockdown. Teachers who reported higher levels of digital competencies had higher levels of intrinsic, and lower levels of extrinsic and amotivation for online teaching. In turn, higher levels of intrinsic motivation were associated with higher job commitment, while higher levels of extrinsic motivation and amotivation were associated with lower job commitment. Motivation for online teaching fully mediated the association between digital competencies and job commitment. Those who reported higher social support from fellow teachers had lower levels of amotivation, and higher levels of both intrinsic and extrinsic motivation for online teaching. In turn, higher levels of amotivation and extrinsic motivation were associated with lower levels of job commitment, while higher levels of intrinsic motivation were associated with higher job commitment. Results were similar for social support received from the principal, although it seems that principal's support does not affect levels of extrinsic motivation. Motivation for online teaching was only a partial mediator between social support and job commitment. Our findings give important insights into protective factors for teachers' job commitment during the pandemic and highlight motivation for teaching as an important psychological mechanism underlying effects of social context and individual skills on teachers' job commitment.

During the first lockdown due to the COVID-19 pandemic, teachers were especially affected by the sudden and profound changes in their everyday work and ways of delivering instruction. Some teachers, because of their personality characteristics such as psychological capital, could have been more successful in their adaptation during these demanding and stressful times and had more positive affective experiences related to their work. In addition, teachers who possessed greater psychological capital and consequently experienced more positive and less negative affect, might have also performed better. Thus, in this study, guided by the propositions of the affective events theory (Weiss & Cropanzano, 1996), we wanted to explore do teachers’ positive and negative affect experienced in relation to their work mediate the relationship between their general psychological capital and instructional quality in the context of remote teaching during the COVID-19 pandemic. In total, 1655 elementary and high school teachers from Croatia participated in the study by approaching to online survey distributed across 227 schools. At the time of data collection, remote teaching has already lasted from five to seven weeks. The results showed that psychological capital directly and positively predicted instructional quality, but also indirectly via positive and negative affect. Higher psychological capital predicted higher positive affect, which, in turn, predicted higher instructional quality. On the other hand, higher psychological capital predicted lower negative affect, which in turn predicted lower teaching quality, but this effect was quite small, and probably significant due to large sample (i.e., good statistical power of the research). The results suggest that psychological capital can be considered as an important psychological resource, which could help teachers in dealing with challenging situations, such as the COVID-19 pandemic, and preserve their emotional well-being and performance.

Iako su emocije prepoznate kao sastavni i neizbježni dio profesionalnog života učitelja i nastavnika, sustavna istraživanja koja proučavaju ulogu emocija i emocionalne regulacije u objašnjenju njihove radne uspješnosti još su uvijek u začecima. Ipak, postojeća, novija istraživanja sugeriraju da emocije koje učitelji i nastavnici doživljavaju na svom poslu, kao i strategije koje koriste kako bi ih regulirali, imaju značajne implikacije za njihovu motivaciju, profesionalnu dobrobit, kvalitetu poučavanja te brojne kognitivne, motivacijske i afektivne ishode kod njihovih učenika. U ovom predavanju bit će prikazane najnovije znanstvene spoznaje o važnosti proučavanja emocionalnih procesa kod učitelja i nastavnika, o njihovoj raznolikosti i pojavnosti s obzirom na individualne antecedente i kontekstualne izvore, ali i ulozi koju imaju u oblikovanju profesionalnog djelovanja suvremenih učitelja i nastavnika. Također, rezultati recentnih znanstvenih istraživanja u ovom području bit će razmotreni sa stanovišta praktične primjene u obrazovanju i profesionalnom usavršavanju učitelja i nastavnika s krajnjim ciljem unaprjeđenja kvalitete poučavanja i ostvarivanja što povoljnijih obrazovnih ishoda kod učenika.

It is often assumed that the association between self-efficacy and job satisfaction is invariant and that the former predicts the latter. However, these two assumptions — its invariance and constructs’ temporal order—have rarely been examined. Focusing on teachers, we tested these two assumptions through a two-part study. In Study 1, we conducted a second-order multigroup factor model (MGCFA) to assess the invariance of the association between teacher self-efficacy (TSE) and job satisfaction (JS) using OECD’s TALIS 2018 data. In Study 2, we used an autoregressive cross-lagged panel design to examine the invariance and temporal ordering of TSE and JS using data from an initial sample of 3002 Croatian teachers (82% female) who completed questionnaires at three time points (at approximately six-month intervals). We found that the associations were invariant across gender, career stages, educational levels, and time. Moreover, we found that JS predicts future levels of TSE but TSE does not predict future levels of JS. These findings challenge previous theoretical and empirical conceptualizations of the constructs’ temporal order. Policies and interventions may thus choose to focus on increasing JS levels to asset in increasing TSE.

In order to serve their roles properly and to meet emotional display rules of teaching profession, teachers perform emotional labor on a daily basis when teaching and interacting with students. Even though previous research has undoubtedly indicated that emotional labor can be harmful for teacher well-being, not much is known on its relationship with teacher self- efficacy - a motivational construct that is believed to strongly shape teachers’ instructional activities and their students’ academic outcomes. Moreover, the existing empirical findings on the role of teacher personality variables in explaining emotional labor and/or self-efficacy are still scarce. Therefore, the aim of the present study was to examine whether teacher emotional labor strategies (i.e., deep acting, hiding feelings and faking emotions) and self-efficacy are concurrently and reciprocally related to each other and whether teacher dispositional affectivity (i.e., positive affectivity and negative affectivity) can predict the use of certain emotional labor strategy and teacher efficacy beliefs. An initial sample of 3002 Croatian teachers (82% female) with varying years of teaching experiences (M=5.28, SD=10.50) participated in a longitudinal study with three time points (with approximately six months lags). Teachers gave self-reports on their dispositional affectivity at Time 1 and on their efficacy beliefs and use of emotional labor strategies at Time 2 and Time 3. An autoregressive cross-lagged analysis shown that emotional labor strategies and teacher self- efficacy are associated with each other both concurrently (i.e., self-efficacy is positively related to deep acting and negatively to hiding feelings and faking emotions at second and third time point) and reciprocally across time (i.e., self-efficacy assessed at Time 2 positively predicted deep acting and negatively hiding feelings assessed at Time 3, while self- efficacy assessed at Time 3 was positively predicted by deep acting and negatively by hiding feelings assessed at Time 2). In addition, positive affectivity positively predicted deep acting and self-efficacy over time, while negative affectivity positively predicted hiding feelings and faking emotions. The results of this study highlight the dynamic nature of teachers’ emotional and motivational processes as well as the prominent role of teachers’ stable personality characteristics in understanding these dynamics.