Abstract
The current research aims to find out the extent to which high school teachers' life satisfaction, teaching efficacy, and self-esteem predict their job satisfaction. Research participants included a total of 358 teachers (age=38.82; Ss=6.73; range, 22-58), 222 males (62%) and 136 females (38%), employed in 21 public high schools in the city center of Adiyaman in Turkey. 50 participant teachers (14%) were single and 308 (86%) were married. Education levels of the participant teachers were as follows: 318 (88.8%) with a BA degree, 36 (10.1%) with a MA degree, 3 (0.8%) with an associate degree and 1 (0.3%) with a PhD. Years in service were as follows: ( service years=14.72; Ss=7; range, 1-35). The data was collected through the 'Personal Information Form', 'Minnesota Job Satisfaction Scale', 'Satisfaction with Life Scale', 'Teacher Efficacy Scale' and 'Rosenberg Self-Esteem Scale'. Descriptive analyses, Pearson product-moment correlation, and hierarchical linear multi regression analysis were used in the analyses of quantitative data in the current research. Data analysis was conducted through IBM SPSS 15.0 software. Three different regression models were obtained upon hierarchical multi regression analysis of scores on Minnesota Job Satisfaction Scale. A review of R2 values showed that Satisfaction with Life Scale explained 31% of Minnesota Job Satisfaction Scale (F(1,356) =162.991**); this was increased by 34% upon analyzing Teacher Efficacy Scale (F(2,355) =95.105**) and by 35% upon analyzing Rosenberg Self-Esteem Scale (F(3,354)= 66.123**).
Highlights
Job satisfaction is defined as a personal evaluation based on positive or negative feedback associated with a job [64]
It can be said that data in the current research was distributed normally and when Mahalanobis value, found for the outlying value analysis, was lower than the table value found, it can be said that multi-variable normality assumption was met
A review of R2 values showed that Satisfaction with Life Scale explained 31% of Minnesota Job Satisfaction Scale (F(1,356)=162.991**); this was increased by 34% upon analyzing Teacher Efficacy Scale (F(2,355)=95.105**) and by 35% upon analyzing Rosenberg Self-Esteem Scale (F(3,354)= 66.123**)
Summary
Job satisfaction is defined as a personal evaluation based on positive or negative feedback associated with a job [64]. Based on the studies mentioned above, it may be said that positive evaluations towards individuals’ professional lives can reflect positively in other areas; that job satisfaction may differ based on professions; and that job satisfaction is associated with variables such as pay, age, attitudes toward profession, and education levels. Based on the research findings of studies conducted, it Universal Journal of Educational Research 5(3): 338-346, 2017 may be said that there is a relationship between job and life satisfaction and positive or negative perceptions of individuals’ lives can affect their job lives. Based on a review of conducted studies, it may be said that teacher efficacy (personal characteristics, academic and professional competencies, world knowledge, etc.) may be significantly effective on job satisfaction. It may be said that teacher efficacy can be a significant variable in increasing teachers’ job satisfaction Another variable, effective on job satisfaction in the current research, was self-esteem. The current research is considered necessary and important in terms of providing interventional services in the case of low-level job satisfaction
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