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International Journal of STEM Education
Fig. 1 | International Journal of STEM Education

Fig. 1

From: Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach

Fig. 1

A conceptual model of the relations between school climate (TPDC, teachers’ perceived disciplinary climate and TSR, teacher-student relations ), job satisfaction (TJSENV, job satisfaction with work environment and TJSPRO, job satisfaction with profession), and teacher self-efficacy (TSECLS, self-efficacy in classroom management; TSEINS, self-efficacy in instruction; and TSEENG, self-efficacy in student engagement)

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