A comparative study of the sense of self-efficacy and job satisfaction of research and non-researcher teachers of girls' high schools in Sendark city.

Dissertation for Master's Degree

Educational Management MA)

Abstract

The purpose of this study was to compare the sense of self-efficacy and job satisfaction of researcher and non-researcher teachers of girls' high schools in Sendarq in the academic year of 2013-2013. 30 non-researcher teachers and 10 researcher teachers were selected and answered the questions of Scherer's general self-efficacy and job satisfaction questionnaire by Smith, Kendall, Hevlin. The data has been used using inferential statistics, single-sample T and independent T, and it was done using SPSS software. The results showed that there is no significant difference between the self-efficacy of researcher and non-researcher teachers, and the desired hypothesis is rejected and the null hypothesis is confirmed. Also, the results showed that there is a significant difference between the job satisfaction of researcher teachers and non-researcher teachers, and the hypothesis is confirmed.                                                                                                                                               

Key words: sense of self-efficacy, job satisfaction, researcher, non-researcher, teacher

Introduction:

In every organization, the most important factor in achieving goals is human resources, and there is no doubt that the success and progress of organizations depends on their human resources. They will be used more in the service of that organization.

Perhaps the most complete, clinically useful, and theoretically complex model in contemporary behavioral therapy is Bandura's social cognitive theory (Qasimzadeh, 2010). In this perspective, behavior, individual factors, and environmental factors all act as interdependent determinants. People are not "exclusively" driven by internal forces and are not slaves to the environment, but there is a mutual and continuous interaction between individual and environmental determinants (Maddox [1], 1995). In this interactive perspective, the individual, society, and internal factors in the form of cognitive, emotional, biological events, environmental events, and behavior act as interactive determinants. (Bandura [2], 2004)

Studies have shown that the higher the level of self-efficacy, the greater the range of opportunities and job performance and interest in it. Low self-efficacy may limit job performance and cause doubts about the effectiveness of teaching and classroom management.

On the other hand, both in the national and international arena, the quality of education is an important issue and the education system of each society seeks to meet this need with educational methods and targeted supervision. To improve the quality of education and proper training of teachers. Many studies on the effects of effective teaching have focused on the behavioral aspects of teaching, which make classroom management one of the most important elements of good teaching. 

Ras [3] (1994) examined the effect of teachers in pre-college courses by studying 88 studies and confirmed possible relationships between teachers' sense of self-efficacy and their behaviors.

Zimmerman [4] (1955) showed that students' self-efficacy and motivation are related to their level of effort and persistence in class. He also concluded that the higher the self-efficacy of teachers, the more self-efficacy students will have; Because students' evaluation of themselves depends more on teachers' actions and behaviors towards them.

Nowadays, neuro-psychological pressure as the most important factor causing mental and physical illness and human behavior has drawn the attention of most doctors, psychologists and scientists of management and behavioral sciences. So that it should be acknowledged that nervous pressure plays an important role in providing mental and physical problems in humans. The harmful and destructive effects of nervous tension are not only in causing people to suffer physical and mental diseases, but nervous tension also has a very harmful effect on the performance of managers and employees.. A person who is attacked by nervous and mental pressures will definitely have problems in making decisions, planning, establishing relationships with others, the way of effective implementation of work, and finally individual efficiency and productivity. On the other hand, it is more important that an employee under pressure can cause nervous pressure to all employees in relation to him, thus making the activities and efforts ineffective and actually sterile.

Job satisfaction refers to a person's perception of his work and also refers to a person's positive attitude towards his job (Shahbazi et al., 2017).

In another definition, job satisfaction is a positive and at the same time enjoyable emotional state. that a person feels about his work and job (Locke, quoted by War and Innisglow, 2012).

So it can be said that job satisfaction is an essential element of employees' mental health and their well-being in general (Yang and Kesselert [5], 2010). [6], 2009).

Various and different theories have been presented about job satisfaction, its underlying and creating factors; which can be categorized into internal aspects including personality traits, emotional feelings, motivational and emotional states and external aspects including organizational, social and cultural conditions and characteristics (Kross [7] et al., 2006).

Daniel [8] (2009) believes that the factors influencing job satisfaction are different and numerous, and in his opinion, this issue can be looked at from four perspectives: 1- Demographic factors such as (age, educational background and gender) 2- Organizational factors such as (culture, management practices, payments, job security and opportunities) 3- Work-specific factors such as (individual independence, competition, work transparency, happy spirit) 4- Psychological factors such as the soul and spirit of the person involved, so they can be considered as important predictive criteria in job satisfaction. In his opinion, one of the basic psychological factors is to pay attention to the self-evaluation of people. Basically, a person's perception of himself, his ability to control emotions and sense of personal responsibility make a person understand and react to the job situation (David Rickard [9] et al., 2010). Therefore, it can be concluded that teachers' job satisfaction probably originates from their belief in their efficiency. Teachers' self-efficacy indirectly affects their job satisfaction to the extent that they face their inherent efficiency needs and indirectly leads to teachers' performance (Kapara [10] et al., 2006).

Vroom showed that there is a positive relationship between job satisfaction and the level of efficiency, which means that job satisfaction increases efficiency (quoted by Taybar, 2017).

Reward (1388). It showed that there is a significant relationship between job satisfaction and self-efficacy. In a research, Claralin, Hess [11] investigated the effect of teacher self-efficacy on the relationship between job satisfaction and motivation to quit. The results of the analysis showed that teacher self-efficacy has a direct effect on the relationship between job satisfaction and motivation to quit. (Quoted from Soregi, 2018).

Stone[12] (1994) showed in a research that exchange of ideas and companionship with students and the use of new learning techniques play a role in improving the effective classroom environment. Also, vulnerable students benefit to a great extent from teachers who care about them and are willing and determined to make a real difference in the learning environment.

Ramazanejad et al. (2013) also found in a research that among the different classroom management methods, teachers mostly use the method of effective social-emotional communication and monitoring and controlling the class. The comparison of three dimensions of classroom management among the different characteristics of teachers did not show any significant difference and only female teachers use monitoring and control methods more.

In the present study, a comparative study of self-efficacy and job satisfaction of research and non-research teachers of girls' high schools in Sendark city is done.

Statement of the problem

we choose, and it is also the determining factor of the intensity with which we perform our actions (Harganhan and Elson [13], 2016). Self-efficacy is derived from Albert Bandura's cognitive theory, which refers to a person's beliefs or judgments about his abilities to perform tasks and responsibilities (Bandura, 1997).