Abstract
The purpose of this study was to examine the relationship among Iranian EFL teachers’ job satisfaction, self-efficacy, and their spiritual well-being. For this purpose, Job Satisfaction Survey (Spector, 1994), Teacher Self-Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), and Spiritual Well-being Scale (Paloutzian & Ellison, 1982) were used to collect data. The statistical procedure of Pearson Product Moment Correlation was utilized using SPSS version 21. The results of the statistical test yielded a significant negative relationship between teachers’ job satisfaction and their spiritual well-being and there was no relationship between their job satisfaction and self-efficacy. Moreover, there was not any significant relationship between teachers’ sense of efficacy and spiritual well-being.
Highlights
The first facet of this study is job satisfaction which is regarded as a multidimensional and dynamic construct; it is affected by factors such as individual characteristics of the profession, features of the working conditions, and specific job related aspects. Hoppock (1935) described job satisfaction as being any number of psychological, physiological and environmental circumstances which led a person to express satisfaction with their job
spiritual well-being (SWB) scores are positively correlated with sense of purpose in life, self-confidence, and intrinsic orientation; they are negatively correlated with loneliness
This significant negative relationship means that teachers with higher levels of job satisfaction are of lower levels of spiritual well-being, and vice versa
Summary
The first facet of this study is job satisfaction which is regarded as a multidimensional and dynamic construct; it is affected by factors such as individual characteristics of the profession, features of the working conditions, and specific job related aspects. Hoppock (1935) described job satisfaction as being any number of psychological, physiological and environmental circumstances which led a person to express satisfaction with their job. The first facet of this study is job satisfaction which is regarded as a multidimensional and dynamic construct; it is affected by factors such as individual characteristics of the profession, features of the working conditions, and specific job related aspects. Hoppock (1935) described job satisfaction as being any number of psychological, physiological and environmental circumstances which led a person to express satisfaction with their job. The ultimate purpose of this study was to explore how Iranian EFL teachers’ self-efficacy and their spirituality influence their job satisfaction. The other dimension of this study was teachers’ self-efficacy. During the past two decades, much research re-. How to cite this paper: Rastegar, M., & Moradi, S. On the Relationship between EFL Teachers’ Job Satisfaction, Self-Efficacy, and Their Spiritual Sense of Well-Being.
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