The Roles of Life Satisfaction, Teaching Efficacy, and Self-esteem in Predicting Teachers' Job Satisfaction

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 Adıyaman 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: (X 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 R 2 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**).