A Study on the Relationship between Iranian EFL Teachers’ Job Satisfaction and Self-Efficacy
محورهای موضوعی : Journal of Studies in Learning and Teaching English
1 - Assistant Professor, Department of English Language, Imam Hossein Comprehensive University
کلید واژه: English as a Foreign Language, Job Satisfaction, Self-Efficacy, University Teachers,
چکیده مقاله :
Teachers play a crucial role in developing students’ abilities and help them form their future. The present study aimed to examine the statistical relationship between job satisfaction and self-efficacy of EFL teachers in Iran. The participants of this research included 248 Iranian EFL teachers working in the universities of Tehran and Ardabil provinces. This research used a non-random sampling design. The data collection instruments were two questionnaires, ‘Job Satisfaction Survey’ (JSS) and ‘Teachers’ Sense of Efficacy Scale’ (TSES). The JSS contained 36 items with 9 sub-scales including pay, promotion, supervision, fringe benefits, contingent rewards, operating, coworkers, nature of work, and communication. The TSES contained 24 items with three sub-scales, including efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management. After data collection, the SPSS software was applied to convert the obtained data into numerical and interpretable data. The data were analyzed on the basis of means, standard deviations, the results of paired samples t-tests and Pearson product-moment correlation coefficient. The findings represented a significant and positive relationship between EFL teachers’ job satisfaction and self-efficacy. Pedagogical implications of the study have been discussed.
چکیده انگلیسی:
Teachers play a crucial role in developing students’ abilities and help them form their future. The present study aimed to examine the statistical relationship between job satisfaction and self-efficacy of EFL teachers in Iran. The participants of this research included 248 Iranian EFL teachers working in the universities of Tehran and Ardabil provinces. This research used a non-random sampling design. The data collection instruments were two questionnaires, ‘Job Satisfaction Survey’ (JSS) and ‘Teachers’ Sense of Efficacy Scale’ (TSES). The JSS contained 36 items with 9 sub-scales including pay, promotion, supervision, fringe benefits, contingent rewards, operating, coworkers, nature of work, and communication. The TSES contained 24 items with three sub-scales, including efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management. After data collection, the SPSS software was applied to convert the obtained data into numerical and interpretable data. The data were analyzed on the basis of means, standard deviations, the results of paired samples t-tests and Pearson product-moment correlation coefficient. The findings represented a significant and positive relationship between EFL teachers’ job satisfaction and self-efficacy. Pedagogical implications of the study have been discussed.
منابع و مأخذ:
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Bavendum, J. (2000). Managing job satisfaction. New York Research Inc.
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Boyd, N.G., & Vozikis, G.S. (1994). The influence of self-efcacy on the development of entrepreneurial intentions and actions. Entrepreneurship Theory and Practice, 18(4), 63-77.
Caprara, G.V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832.
Chan, E., Ho, S., Ip, F. & Wong, M. (2020). Self-efficacy, work engagement, and job satisfaction among teaching assistants in Hong Kong’s inclusive education. SAGE Open, 10, 2158244020941008.
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Cockburn, A.D., & Haydn, T. (2004). Recruiting and retaining teachers: Understanding why teachers teach. London, England: Routledge Falmer.
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Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3),297-334.
Cronbach, L.J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30, 116-127.
Crossman, A. & Harris, P. (2006) Job satisfaction of secondary school teachers. Educational Management Administration and Leadership, 34, 29-46. http://dx.doi.org/10.1177/1741143206059538
Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195.
Duyar, I., Gumus, S., & Sukru Bellibas, M. (2013). Multilevel analysis of teacher work attitudes: The influence of principal leadership and teacher collaboration. International Journal of Educational Management, 27(7), 700–719.
Eden, D., & Avirma, A. (1993). Self-efficacy training to speed reemployment: Helping people help themselves. Journal of Applied Psychology,78, 352-360.
Evans, L. (2001). Delving deeper into morale, job satisfaction, and motivation among education professionals. Educational Management and Administration, 29, 291–306.
Fitzgerald, S., & Schutte, N. (2010). Increasing Transformational Leadership through Enhancing Self-efficacy. Journal of Management Development, 29(5): 495–505
Fives, H. (2003). What Is Teacher Efficacy and How Does It Relate to Teachers’ Knowledge? A Theoretical Review. In American Educational Research Association Annual Conference; The University of Maryland: Chicago, IL, USA, 1–59.
Forsyth, S., & Polzer-Debruyne, A. (2007). The organisational pay-offs for perceived work–life balance support. Asia Pacifc Journal of Human Resources, 45(1), 113-123.
George, J.M., & Jones, G.R. (2008). Understanding and managing organizational behaviour (5th ed.) Prentice Hall.
Griffith, J. (2004). Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42(3), 333-356. https://doi.org/10.1108/09578230410534667
Hargreaves, L. (2009). The status and prestige of teachers and teaching. In L. J. Saha & A. G. Dworkin (Eds.), Springer international handbooks of education, vol. 21: International handbook of research on teachers and teaching, 217–229. Springer.
Heuven, E., Bakker, A.B., Schaufeli, W.B., & Huisman, N. (2006). The role of self-efficacy in performing emotion work. J VocatBehav; 69(2), 222-235.
Hirschfeld, R.R. (2000). Does revising the intrinsic and extrinsic sub-scales of the Minnesota satisfaction questionnaire short form makes a difference? Educational Psychological Measures, 60(2), 255–270.
Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76, 183–197.
Judge, T.A., & Bono, J.E. (2001). Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86, 80–92.
Judge, T.A., Thoresen, C.J., Bono, J.E., & Patton, G.K. (2001). The job satisfaction–job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376–407.
Kapa, R., & Gimbert, B. (2018). Job satisfaction, school rule enforcement, and teacher victimization. School Effectiveness and School Improvement, 29(1), 150–168.
Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions: A review. Zeitschrift fur Pada-gogik, 52(2), 220–237.
Klassen, R.M., & Chiu, M.M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. J. Educ. Psychol., 102, 741–756.
Klassen, R.M. & Tze, V.M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educ. Res. Rev., 12, 59–76.
Klassen, R.M., Bong, M., Usher, E.L., Chong, W.H., Huan, V.S., Wong, I.Y., & Georgiou, T. (2010). Exploring the validity of the Teachers’ Self-Efficacy Scale in five countries. Contemporary Educational Psychology, 34, 67–76.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35.
Lee, S., Mogle, J.A., Jackson, C.L., & Buxton, O.M. (2019). What’s not fair about work keeps me up: Perceived unfairness about work impairs sleep through negative work-to-family spillover. Soc. Sci. Res., 81, 23–31.
Levan, A.J. (2010). If you think you can’ think again: The sway of self-efficacy. https://www.psychologytoday.com/blog/flourish/201002/if-you-think-you-can-t-think-againthe-sway-self-efficacy.
Liu, X.S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the Teacher Follow-Up Survey in the United States for 2000–2001. Teaching and Teacher Education, 24, 1173–1184.
Liu, S.J., Keeley, J.W., Sui, Y.Y., & Sang, L. (2021). Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration. Studies in Educational Evaluation, 71, 101099. https://doi.org/10.1016/j.stueduc.2021.101099
Liu, S.J., Keeley, J.W., & Sui, Y.Y. (2023). Multi-level analysis of factors influencing teacher job satisfaction in China: Evidence from the TALIS 2018. Educational Studies, 49(2), 239–259.
Locke, E. (2001). Motivation by goal setting. Handbook of Organizational Behaviour,2, 43-54.
Luthans, F., Zhu, W., & Avolio, J.B. (2006). The impact of efficacy on work attitudes across cultures. Journal of World Business, 41(2),121-132.
Maharjan, R. (2019). Job satisfaction, gender and salary: A study on correlation. Journal of Interdisciplinary Studies, 5(1), 59-69.
Meziroğlu, M. (2005). Measurement of primary school teachers and junior high school teachers’ job satisfaction (Unpublished Master Thesis). Zonguldak Karaelmas University, Institute of Social Sciences, Zonguldak.
Muhammet, E.T., Ramazan, C., & Hanif, P. (2017). Examining relationship between teachers’ self-efficacy and job satisfaction. Universal Journal of Educational Research,5(5), 765-772.
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