Volume 5, Issue 2 (9-2022)                   Iranian Journal of Educational Sociology 2022, 5(2): 0-0 | Back to browse issues page

XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Abolmaali Alhosseini K, Morshedi R, Mohseni T. A Structural Model of the Relationship Between Teachers' Job Motivation and Socio-Emotional Skills and Social Capital Mediated by Self-Efficacy. Iranian Journal of Educational Sociology. 2022; 5 (2)
URL: http://iase-idje.ir/article-1-1059-en.html
1- Associate professor, faculty of Islamic studies and educational science, Imam Sadiq university, Tehran, IranAssociate professor, faculty of Islamic studies and educational science, Imam Sadiq university, Tehran, Iran
2- MA in Educational Management, Imam Sadiq university, Tehran, Iran
3- Assistant professor, faculty of Islamic studies, Imam Sadiq university, Tehran, Iran
Abstract:   (256 Views)
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 the mediation of self-efficacy. 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 the 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. The findings showed that the structural model was fitted with collected data. Social capital, social-emotional skills, and self-efficacy positively and significantly predict 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. 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

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb