The Mediator Effect of Stress on Teachers’ Self-efficacy Beliefs and Job Satisfaction

Year 2019, Volume: 6 Issue: 2, 230 - 242, 13.12.2019

Songül Karabatak , Müslim Alanoğlu

https://doi.org/10.33200/ijcer.558094

Abstract

This research aimed
to determine the role of stress as a mediator in the effect of teachers’
self-efficacy on their job satisfaction. To achieve this aim, correlational
model was used in the research. The population of the research consists of the
teachers working in the schools in Elazığ province in Turkey in the academic
year of 2017-2018. Simple random sampling method was used to identify the
teachers who would participate in the research and 310 teachers were reached in
this context. "Stress Scale", "Job Satisfaction Scale" and
"Teacher Self-efficacy Scale" were used to collect data. The
predictive and mediating relationships between job satisfaction, stress, and
teachers’ self-efficacy beliefs were examined by Structural Equation Model
(SEM). The simple mediation model was used in SEM. Research results show that
teachers’ self-efficacy (innovative behavior, coping behavior) has a positive
effect on job satisfaction and stress has a negative effect on job satisfaction.
Moreover, the stress is a mediator for teachers’ self-efficacy variable in
explaining job satisfaction.

Keywords

Teacher, Teacher self-efficacy, Stress, Job satisfaction

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