Volume 5, Issue 2 (9-2022)
Iranian Journal of Educational Sociology 2022, 5(2): 38-49 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
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 Teacher’s Job Motivation and Socio-Emotional Skills and Social Capital Mediated by Self-Efficacy. Iranian Journal of Educational Sociology 2022; 5 (2) :38-49
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: (595 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
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Site Copyright
Copyright © 2021, Iranian journal of educational sociology. This is an Open Access article. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org
