Araştırma Makalesi
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İş Doyumunun Yordayıcısı Olarak Okul İklimi ve Öz-Yeterlik

Yıl 2021, Cilt 14, Sayı 4, 548 - 569, 19.10.2021
https://doi.org/10.30831/akukeg.901457

Öz

Bu çalışmada, algılanan okul ikliminin öğretmen iş doyumunu nasıl etkilediği ve öz yeterliliğin okul ikliminin iş doyumu üzerindeki etkisinde nasıl aracılık ettiği araştırılmıştır. Araştırmada Ekonomik İş birliği ve Kalkınma Örgütü tarafından Türk öğretmenlerinden toplanan 2018 Uluslararası Öğretme ve Öğrenme Araştırması verileri kullanılmıştır. Araştırma verileri Uluslararası Öğretme ve Öğrenme Araştırması Öğretmen Anketi’nde yer alan Öğretmen Öz-yeterlik, İş Doyumu ve Okul İklimi ölçeklerine katılımcıların verdikleri yanıtlardan elde edilmiştir. Araştırmaya ilkokul, ortaokul ve lisede görev yapmakta olan toplamda 15498 öğretmen katılmasına rağmen eksik veri içeren katılımcılar analiz dışı bırakılmıştır. Araştırma kapsamında 12111 öğretmenden elde edilen veriler kullanılmıştır. Kurgulanan modelin yapısal eşitlik modeli ile test edilmesinin ardından şu sonuçlara ulaşılmıştır: Öğretmenlerin öz yeterlilikleri iş doyumunu doğrudan etkilemektedir. Okul ikliminin disiplin boyutu iş doyumunu doğrudan ve olumsuz etkilemektedir. Okul ikliminin diğer iki boyutu olan öğretmen öğrenci ilişkileri ve paydaşlar arasında katılım boyutları iş doyumunu doğrudan ve pozitif yönde etkilemektedir. Okul ikliminin bütün boyutları öz yeterlilik üzerinden iş doyumunu dolaylı olarak etkilemektedir.

Kaynakça

  • Ainley, J., & Carstens, R. (2018). Teaching and Learning International Survey (TALIS) 2018 conceptual framework, OECD working papers, No. 187. Paris: OECD Publishing
  • Aldridge, J.M., & Fraser, B.J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environ Res (2016) 19, 291–307.
  • Allinder, R. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86−95.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited.
  • Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29(1), 45–68.
  • Caprara, G. B., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
  • Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95, 821−832.
  • Chacon, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21, 257−272.
  • Chen, W. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education and Society, 40(5), 17–31.
  • Ciani, K. D., Summers, J., & Easter, M. A. (2008). A ‘‘top-down’’ analysis of high school teacher motivation. Contemporary Educational Psychology, 33, 533–560.
  • Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. The Teachers College Record, 111(1), 180-213.
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.
  • Cousins, J., & Walker, C. (1995). Personal teacher efficacy as a predictor of teachers' attitudes toward applied educational research. Paper presented at the annual meeting of the Canadian Association for the Study of Educational Administration, Montreal.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. Ankara: Pegem Yayıncılık.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers' self-efficacy beliefs: Development and use of the TEBS-self. Teaching and Teacher Education, 24(3), 751e766.
  • Dinham, S. (1995). Time to focus on teacher satisfaction. Unicorn, 21(3), 64–75.
  • Edinger, S. K., & Edinger, M. J. (2018). Improving teacher job satisfaction: the roles of social capital, teacher efficacy, and support. The Journal of Psychology, 152(8), 573–593.
  • Emmons, Comer, & Haynes. (1996). Translating theory into practice: Comer’s theory of school reform. In J. P. Comer, N. M. Haynes, E. Joyner, & M. Ben-Avie (Eds.), Rallying the whole village (pp. 27–41). New York: Teachers College Press.
  • Esposito, C. (1999). Learning in urban blight: school climate and its effect on the school performance of urban, minority, low-income children. School Psychology Review, 28, 365–377.
  • Freiberg, H. J., & Stein, T. A. (1999). Measuring, improving and sustaining healthy learning environments. In H. J. Freiberg (Ed.), School climate: Measuring, improving and sustaining healthy learning environments (pp.11–29). Philadelphia, PA: Falmer Press.
  • Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582. Hattie, J. (2003). Teachers make a difference: What is the research evidence? Melbourne, Australia: Australian Council for Educational Research. Retrieved 25 January, 2020, from http://acer.edu.
  • Hoy, W. K. (1990). Organizational climate and culture: A conceptual analyses of the school workplace. Journal of Educational and Psychological Consultation, 1, 149–168.
  • Hoy, W. K.& Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. Elementary School Journal, 93, 355-372.
  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
  • Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers' perceptions of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and Psychological Measurement, 67(5), 833-844.
  • Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376–407.
  • Karagöz, Y. (2016). Spss ve amos23 uygulamalı istatistiksel analizler. Ankara: Nobel Yayınları.
  • Katsantonis, I.G. (2020). Investigation of the impact of school climate and teachers’ self-efficacy on job satisfaction: A cross-cultural approach. Eur. J. Investig. Health Psychol. Educ., 10, 119-133.
  • Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers' collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486.
  • Korevaar, G. (1990). Secondary school teachers' courses of action in relation to experience and sense of selfefficacy. Paper presented at the annual meeting of the American Educational Research Association, Boston.
  • Lee, M., & Louis, K. S. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84–96.
  • Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organization of schools on teachers' efficacy and satisfaction. Sociology of Education, 64(3),190-208.
  • Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297e1343). Chicago, IL: Rand McNally.
  • Malinen, O.P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education. 60, 144-152.
  • McConnell, J. R. (2017). A model for understanding teachers' intentions to remain in STEM education. International Journal of STEM Education, 4(1), 7. https:// doi.org/10.1186/s40594-017-0061-8.
  • Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of school Health, 80(6), 271-279.
  • Muijs, R. D., & Rejnolds, D. (2001). Teachers' beliefs and behaviors: What really matters. Journal of Classroom Interaction, 37, 3−15.
  • OECD. (2014). TALIS 2013 results: an international perspective on teaching and learning. Paris: TALIS, OECD Publishing. OECD. (2019). TALIS 2018 technical report. Paris: TALIS, OECD Publishing.
  • Podell, D., & Soodak, L. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86, 247−253.
  • Raudenbush, S., Rowan, B., & Cheong, Y. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150−167.
  • Reyes, P., & Shin, H. S. (1995). Teacher commitment and job satisfaction: A causal analysis. Journal of School Leadership, 5(1), 22–39.
  • Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching, Vol. 7 (pp. 4974). Greenwich, CT: JAI Press.
  • Ruma, V.R., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3) 225-233.
  • Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that’s the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress & Coping: An International Journal, 20, 177–196.
  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-524.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 6, 1059–1069.
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029–1038.
  • Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02. PR0.114k14w0.
  • Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching pofession—what do teachers say? International Education Studies, 8(3). https://doi.org/10.5539/ies.v8n3p181.
  • Soodak, L. C., & Podell, D. M. (1993). Teacher efficacy and student problem as factors in special education referral. The Journal of Special Education,27(1), 66-81.
  • Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171−187.
  • Suzanne K. Edinger & Matthew J. Edinger (2018) Improving Teacher Job Satisfaction: The Roles of Social Capital, Teacher Efficacy, and Support, The Journal of Psychology, 152:8, 573-593, DOI: 10.1080/00223980.2018.1489364.
  • Tabachnick, B., & Fidell, L. (2001). Using multivariate statistics. Boston: Pearson.
  • Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers' sense of efficacy. The Journal of Experimental Education, 63(3), 217-230.
  • Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
  • Van Beurden, J., Van Veldhoven, M., Nijendijk, K., & Van De Voorde, K. (2017). Teachers’ remaining career opportunities: the role of value fit and school climate. Teaching and Teacher Education, 68, 143–150.
  • Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65.
  • You, S., Kim, A. Y., & Lim, S. A. (2016). Job satisfaction among secondary teachers in Korea: effects of teachers’ sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284–297.

School Climate and Self-Efficacy as Predictor of Job Satisfaction

Yıl 2021, Cilt 14, Sayı 4, 548 - 569, 19.10.2021
https://doi.org/10.30831/akukeg.901457

Öz

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.

Kaynakça

  • Ainley, J., & Carstens, R. (2018). Teaching and Learning International Survey (TALIS) 2018 conceptual framework, OECD working papers, No. 187. Paris: OECD Publishing
  • Aldridge, J.M., & Fraser, B.J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environ Res (2016) 19, 291–307.
  • Allinder, R. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86−95.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited.
  • Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29(1), 45–68.
  • Caprara, G. B., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490.
  • Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95, 821−832.
  • Chacon, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21, 257−272.
  • Chen, W. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education and Society, 40(5), 17–31.
  • Ciani, K. D., Summers, J., & Easter, M. A. (2008). A ‘‘top-down’’ analysis of high school teacher motivation. Contemporary Educational Psychology, 33, 533–560.
  • Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. The Teachers College Record, 111(1), 180-213.
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.
  • Cousins, J., & Walker, C. (1995). Personal teacher efficacy as a predictor of teachers' attitudes toward applied educational research. Paper presented at the annual meeting of the Canadian Association for the Study of Educational Administration, Montreal.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik spss ve lisrel uygulamaları. Ankara: Pegem Yayıncılık.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers' self-efficacy beliefs: Development and use of the TEBS-self. Teaching and Teacher Education, 24(3), 751e766.
  • Dinham, S. (1995). Time to focus on teacher satisfaction. Unicorn, 21(3), 64–75.
  • Edinger, S. K., & Edinger, M. J. (2018). Improving teacher job satisfaction: the roles of social capital, teacher efficacy, and support. The Journal of Psychology, 152(8), 573–593.
  • Emmons, Comer, & Haynes. (1996). Translating theory into practice: Comer’s theory of school reform. In J. P. Comer, N. M. Haynes, E. Joyner, & M. Ben-Avie (Eds.), Rallying the whole village (pp. 27–41). New York: Teachers College Press.
  • Esposito, C. (1999). Learning in urban blight: school climate and its effect on the school performance of urban, minority, low-income children. School Psychology Review, 28, 365–377.
  • Freiberg, H. J., & Stein, T. A. (1999). Measuring, improving and sustaining healthy learning environments. In H. J. Freiberg (Ed.), School climate: Measuring, improving and sustaining healthy learning environments (pp.11–29). Philadelphia, PA: Falmer Press.
  • Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582. Hattie, J. (2003). Teachers make a difference: What is the research evidence? Melbourne, Australia: Australian Council for Educational Research. Retrieved 25 January, 2020, from http://acer.edu.
  • Hoy, W. K. (1990). Organizational climate and culture: A conceptual analyses of the school workplace. Journal of Educational and Psychological Consultation, 1, 149–168.
  • Hoy, W. K.& Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. Elementary School Journal, 93, 355-372.
  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
  • Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers' perceptions of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and Psychological Measurement, 67(5), 833-844.
  • Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376–407.
  • Karagöz, Y. (2016). Spss ve amos23 uygulamalı istatistiksel analizler. Ankara: Nobel Yayınları.
  • Katsantonis, I.G. (2020). Investigation of the impact of school climate and teachers’ self-efficacy on job satisfaction: A cross-cultural approach. Eur. J. Investig. Health Psychol. Educ., 10, 119-133.
  • Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers' collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486.
  • Korevaar, G. (1990). Secondary school teachers' courses of action in relation to experience and sense of selfefficacy. Paper presented at the annual meeting of the American Educational Research Association, Boston.
  • Lee, M., & Louis, K. S. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84–96.
  • Lee, V. E., Dedrick, R. F., & Smith, J. B. (1991). The effect of the social organization of schools on teachers' efficacy and satisfaction. Sociology of Education, 64(3),190-208.
  • Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297e1343). Chicago, IL: Rand McNally.
  • Malinen, O.P., & Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education. 60, 144-152.
  • McConnell, J. R. (2017). A model for understanding teachers' intentions to remain in STEM education. International Journal of STEM Education, 4(1), 7. https:// doi.org/10.1186/s40594-017-0061-8.
  • Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of school Health, 80(6), 271-279.
  • Muijs, R. D., & Rejnolds, D. (2001). Teachers' beliefs and behaviors: What really matters. Journal of Classroom Interaction, 37, 3−15.
  • OECD. (2014). TALIS 2013 results: an international perspective on teaching and learning. Paris: TALIS, OECD Publishing. OECD. (2019). TALIS 2018 technical report. Paris: TALIS, OECD Publishing.
  • Podell, D., & Soodak, L. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86, 247−253.
  • Raudenbush, S., Rowan, B., & Cheong, Y. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150−167.
  • Reyes, P., & Shin, H. S. (1995). Teacher commitment and job satisfaction: A causal analysis. Journal of School Leadership, 5(1), 22–39.
  • Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Advances in research on teaching, Vol. 7 (pp. 4974). Greenwich, CT: JAI Press.
  • Ruma, V.R., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3) 225-233.
  • Schaufeli, W. B., & Salanova, M. (2007). Efficacy or inefficacy, that’s the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress & Coping: An International Journal, 20, 177–196.
  • Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-524.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 6, 1059–1069.
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029–1038.
  • Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/10.2466/14.02. PR0.114k14w0.
  • Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching pofession—what do teachers say? International Education Studies, 8(3). https://doi.org/10.5539/ies.v8n3p181.
  • Soodak, L. C., & Podell, D. M. (1993). Teacher efficacy and student problem as factors in special education referral. The Journal of Special Education,27(1), 66-81.
  • Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171−187.
  • Suzanne K. Edinger & Matthew J. Edinger (2018) Improving Teacher Job Satisfaction: The Roles of Social Capital, Teacher Efficacy, and Support, The Journal of Psychology, 152:8, 573-593, DOI: 10.1080/00223980.2018.1489364.
  • Tabachnick, B., & Fidell, L. (2001). Using multivariate statistics. Boston: Pearson.
  • Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers' sense of efficacy. The Journal of Experimental Education, 63(3), 217-230.
  • Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
  • Van Beurden, J., Van Veldhoven, M., Nijendijk, K., & Van De Voorde, K. (2017). Teachers’ remaining career opportunities: the role of value fit and school climate. Teaching and Teacher Education, 68, 143–150.
  • Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55-65.
  • You, S., Kim, A. Y., & Lim, S. A. (2016). Job satisfaction among secondary teachers in Korea: effects of teachers’ sense of efficacy and school culture. Educational Management Administration & Leadership, 45(2), 284–297.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Yusuf TÜRKER
MİLLİ EĞİTİM BAKANLIĞI
0000-0003-4276-6648
Türkiye


Ümit KAHRAMAN (Sorumlu Yazar)
BİLECİK ŞEYH EDEBALİ ÜNİVERSİTESİ
0000-0002-4547-6753
Türkiye

Yayımlanma Tarihi 19 Ekim 2021
Başvuru Tarihi 22 Mart 2021
Kabul Tarihi 27 Temmuz 2021
Yayınlandığı Sayı Yıl 2021, Cilt 14, Sayı 4

Kaynak Göster

Bibtex @araştırma makalesi { akukeg901457, journal = {Journal of Theoretical Educational Science}, issn = {1308-1659}, eissn = {1308-1659}, address = {Eğitim Fakültesi, Eğitim 1 Binası, ANS Kampusu, 03200 / Afyonkarahisar}, publisher = {Afyon Kocatepe Üniversitesi}, year = {2021}, volume = {14}, number = {4}, pages = {548 - 569}, doi = {10.30831/akukeg.901457}, title = {School Climate and Self-Efficacy as Predictor of Job Satisfaction}, key = {cite}, author = {Türker, Yusuf and Kahraman, Ümit} }
APA Türker, Y. & Kahraman, Ü. (2021). School Climate and Self-Efficacy as Predictor of Job Satisfaction . Journal of Theoretical Educational Science , 14 (4) , 548-569 . DOI: 10.30831/akukeg.901457
MLA Türker, Y. , Kahraman, Ü. "School Climate and Self-Efficacy as Predictor of Job Satisfaction" . Journal of Theoretical Educational Science 14 (2021 ): 548-569 <https://dergipark.org.tr/tr/pub/akukeg/issue/65171/901457>
Chicago Türker, Y. , Kahraman, Ü. "School Climate and Self-Efficacy as Predictor of Job Satisfaction". Journal of Theoretical Educational Science 14 (2021 ): 548-569
RIS TY - JOUR T1 - School Climate and Self-Efficacy as Predictor of Job Satisfaction AU - Yusuf Türker , Ümit Kahraman Y1 - 2021 PY - 2021 N1 - doi: 10.30831/akukeg.901457 DO - 10.30831/akukeg.901457 T2 - Journal of Theoretical Educational Science JF - Journal JO - JOR SP - 548 EP - 569 VL - 14 IS - 4 SN - 1308-1659-1308-1659 M3 - doi: 10.30831/akukeg.901457 UR - https://doi.org/10.30831/akukeg.901457 Y2 - 2021 ER -
EndNote %0 Kuramsal Eğitimbilim Dergisi School Climate and Self-Efficacy as Predictor of Job Satisfaction %A Yusuf Türker , Ümit Kahraman %T School Climate and Self-Efficacy as Predictor of Job Satisfaction %D 2021 %J Journal of Theoretical Educational Science %P 1308-1659-1308-1659 %V 14 %N 4 %R doi: 10.30831/akukeg.901457 %U 10.30831/akukeg.901457
ISNAD Türker, Yusuf , Kahraman, Ümit . "School Climate and Self-Efficacy as Predictor of Job Satisfaction". Journal of Theoretical Educational Science 14 / 4 (Ekim 2021): 548-569 . https://doi.org/10.30831/akukeg.901457
AMA Türker Y. , Kahraman Ü. School Climate and Self-Efficacy as Predictor of Job Satisfaction. Journal of Theoretical Educational Science. 2021; 14(4): 548-569.
Vancouver Türker Y. , Kahraman Ü. School Climate and Self-Efficacy as Predictor of Job Satisfaction. Journal of Theoretical Educational Science. 2021; 14(4): 548-569.
IEEE Y. Türker ve Ü. Kahraman , "School Climate and Self-Efficacy as Predictor of Job Satisfaction", Journal of Theoretical Educational Science, c. 14, sayı. 4, ss. 548-569, Eki. 2021, doi:10.30831/akukeg.901457