Self-Efficacy, School Culture, and Teaching Anxiety as Predictors of Science Teachers’ Job Satisfaction

Year 2022, , 526 - 560, 31.07.2022

Ataman Karaçöp , Tufan İnaltekin

https://doi.org/10.30831/akukeg.1059709

Abstract

In this research, we study the relationship of science teachers’ job satisfaction with the teacher self-efficacy, the teaching self-efficacy, the anxiety toward teaching and school culture. The sample of the study consists of 185 science teachers working in public schools. We obtain the data by using “The Teacher Self Efficacy Scale”, “The School Culture Scale”, “Science Teaching Self-Efficacy Scale”, “The Anxiety toward Science Teaching Scale” and “Job Satisfaction Scale”. The results of the current research showed that science teachers’ job satisfaction was directly positively correlated with their self-efficacy, science teaching self-efficacy and school culture. However, teachers’ science teaching anxiety no had a direct significant relationship with their job satisfaction. In addition, the results of the structural model indicated that school culture was a strong predictor of science teachers’ job satisfaction. The result of multiple regression analysis showed that these independent variables explain 40% of the variance of teachers’ job satisfaction. These results shown that a positive school culture, teacher self-efficacy and teaching self-efficacy play an important role in order to provide the affective support necessary for the science teachers’ job satisfaction.

Keywords

science teachers, job satisfaction, self-efficacy, teaching anxiety, school culture

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