Panorama of Studies with the Social Cognitive Model of Teacher’s Job Satisfaction
Maély Ferreira Holanda Ramos, Fernando Augusto Ramos Pontes, Simone Souza Costa e Silva

Abstract
Teacher’s job satisfaction refers to the affective reactions of teachers towards the function of teaching. This study has as objective to build a panorama of researches that have applied the Social Cognitive Model of Job Satisfaction in teachers’ samples, in order to analyze the tools used, the variables involved and the relations between them. Articles published in the period of 2009 to 2014 were reviewed in the databases of CAPES – periódicos; ERIC and PsycINFO.The searches resulted in four articles to be analyzed. The Theory of Graphs was used to treat and represent the data, aiming to identify the connections between the articles. The results indicated that self-efficacy was not confirmed as predictor of job satisfaction in most of the studies. This finding, particularly, contradicts what the field literature has been pointing, because it is considered that personal beliefs of efficacy have significant effect over satisfaction. It was also noted that teacher collective efficacy was not included in the studies investigated, despite being an important construct of Social Cognitive Theory and having, admittedly, influence over the levels of satisfaction. The treatment of data through graphs was demonstrated as adequate and efficient to analyze and visualize the results from the articles.

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