PE 151

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

98/04/11

92ص.

درجه ارزشيابي: خوب

هدي ديوسر

محمد آقاجانزاده

Job satisfaction , Organizational commitment , Self-efficacy , EFL , Teachers

ديوسر،هدي،راهنما , آقاجانزاده،محمد،مشاور

The purpose of this study was to investigate the relationship between EFL teachers’ job satisfaction, organizational commitment and their self-efficacy. To this end 110 EFL teachers were selected from different public schools and private English institutes of Talesh. The participants were asked to complete three questionnaires, namely, Spector’s Job satisfaction questionnaire (1994); Allen and Meyer’s Organizational Commitment Questionnaire (OCQ) (1990); and Moran and Hoy’s Teachers’ Sense of Efficacy Scale (TSES) (2001). The research followed a descriptive correlational design. The results of Pearson correlation analysis revealed that there was simply a small correlation between overall self-efficacy and job satisfaction. Moreover, there was a positive and small correlation between the overall teacher self-efficacy and total organizational commitment. Regarding to the relationship between organizational commitment and job satisfaction, it was found that although in general there was no statistically significant relationship between the two variables, the association between continuance commitment, affective commitment and normative commitment with job satisfaction was significant independently. To investigate the extent to which EFL teachers’ self-efficacy could be predicted by job satisfaction and organizational commitment, regression analysis was run and it was found that EFL teachers’ self-efficacy could be better predicted through their organizational commitment rather than job satisfaction.

99/10/23

منتخبي

61590