Volume 5, Issue 2 (Summer 2022)
Iranian Journal of Educational Sociology 2022, 5(2): 38-49 |
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Abolmaali Alhosseini K, Morshedi R, Mohseni T. (2022). A Structural Model of the Relationship between Teacher’s Job Motivation and Socio-Emotional Skills and Social Capital Mediated by Self-Efficacy. Iranian Journal of Educational Sociology. 5(2), 38-49. doi:10.61186/ijes.5.2.38
URL: http://iase-idje.ir/article-1-1059-en.html
URL: http://iase-idje.ir/article-1-1059-en.html
1- Associate Professor, Department of Psychology, Tehran North Branch, Islamic Azad University, Tehran, Iran
2- MA in Educational Management, Imam Sadegh University, Tehran, Iran.
3- Assistant Professor, Faculty of Islamic Studies, Imam Sadegh University, Tehran, Iran.
2- MA in Educational Management, Imam Sadegh University, Tehran, Iran.
3- Assistant Professor, Faculty of Islamic Studies, Imam Sadegh University, Tehran, Iran.
Abstract: (1892 Views)
Purpose: The purpose of this study was to consider the goodness of fit of a structural model of the relationship between teachers' job motivation and their social capital and social-emotional skills with mediation of self-efficacy.
Methodology: The research method was descriptive-correlational. The statistical population included female teachers working in the 10th and 5th districts of Tehran in the second secondary school in academic year 2020-2021. Two hundred and fifty teachers were randomly selected via the multi-stage method. Data collected using four questionnaires: Hackman and Oldham's social capital (1976), Nahapit and Ghasal's social capital (1998), Sherer's general self-efficacy (1982), and Tom's social-emotional skills questionnaires (2012). Data were analyzed using structural equation modeling.
Findings: The findings showed that the structural model was fitted with collected data. Social capital, social-emotional skills and self- efficacy positively and significantly predicts the teacher's job motivation. In addition, self-efficacy mediates the relationship between teacher's job motivation and social-emotional skills and social capital. In total, 35% of the variance of job motivation is explained by predictor variables.
Conclusion: Educational psychologists are advised to consider the role of teachers' self-efficacy, social capital, and socio-emotional skills in order to enhance their job motivation.
Methodology: The research method was descriptive-correlational. The statistical population included female teachers working in the 10th and 5th districts of Tehran in the second secondary school in academic year 2020-2021. Two hundred and fifty teachers were randomly selected via the multi-stage method. Data collected using four questionnaires: Hackman and Oldham's social capital (1976), Nahapit and Ghasal's social capital (1998), Sherer's general self-efficacy (1982), and Tom's social-emotional skills questionnaires (2012). Data were analyzed using structural equation modeling.
Findings: The findings showed that the structural model was fitted with collected data. Social capital, social-emotional skills and self- efficacy positively and significantly predicts the teacher's job motivation. In addition, self-efficacy mediates the relationship between teacher's job motivation and social-emotional skills and social capital. In total, 35% of the variance of job motivation is explained by predictor variables.
Conclusion: Educational psychologists are advised to consider the role of teachers' self-efficacy, social capital, and socio-emotional skills in order to enhance their job motivation.
Type of Study: Research Article |
Subject:
Special
Received: 2021/07/6 | Accepted: 2021/09/2 | Published: 2022/09/22
Received: 2021/07/6 | Accepted: 2021/09/2 | Published: 2022/09/22
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