@article{article_901457, title={School Climate and Self-Efficacy as Predictor of Job Satisfaction}, journal={Journal of Theoretical Educational Sciences}, volume={14}, pages={548–569}, year={2021}, DOI={10.30831/akukeg.901457}, author={Türker, Yusuf and Kahraman, Ümit}, keywords={School climate, self-efficacy, job satisfaction, TALIS 2018}, abstract={In this research, the direct effect of school climate on teacher job satisfaction and he indirect effect of school climate on job satisfaction through self-efficacy were investigated. International Teaching and Learning Survey-2018 (TALIS 2018) data collected by the Organization for Economic Co-Operation and Development (OECD) from Turkish teachers were used in the study. In this context, the data of a total of 12111 teachers working at ISCED level 1 primary school, ISCED level 2 lower secondary school and ISCED level 3 upper secondary school were used. Following the testing of the constructed model with the structural equation model, the following results were obtained: Teachers’ self-efficacy directly affects job satisfaction. The perceived disciplinary dimension of the school climate directly and negatively affects job satisfaction. The other two dimensions of the school climate, teacher-student relations and the dimensions of participation among stakeholders, affect job satisfaction directly and positively. All dimensions of the school climate indirectly affect job satisfaction through self-efficacy.}, number={4}, publisher={Afyon Kocatepe University}