School Climate and Self-Efficacy as Predictor of Job Satisfaction

Abstract

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.