Soddisfazione e coinvolgimento lavorativo quali indicatori dell’adattamento professionale dei docenti. Il ruolo delle convinzioni di efficacia, del clima scolastico e dell’impegno lavorativo

This Research proposes a «general index of teacher’s professional adjustment» using the scores reported by subjects on the Job Satisfaction and Job Involvement Scales. First, two groups were identified: well-adjusted and maladjusted. Secondly, the hypothesis that socio-demographic variables, self-efficacy beliefs (personal and collective), contextual perceptions and job engagement could discriminate the profiles of two groups was investigated. The research involved 90 females and 15 males. Through discriminant analysis, we identified the variables that strongly contribute to distinguishing between subjects groups. Results sustain the hypothesis that the well-adjusted teachers can de discriminated from the maladjusted teachers on the basis of contextual perceptions (namely colleagues’ perceptions) and personal self-efficacy beliefs, but not on the basis of Job Engagement.