Tunç M Furkan, Uygun Ezgi Güney, Özgenel Mustafa
Department of Psychological Counseling, Istanbul Sabahattin Zaim University, Istanbul, Türkiye.
J Relig Health. 2024 Dec 15. doi: 10.1007/s10943-024-02211-4.
Teachers' job satisfaction is a fundamental factor shaping school effectiveness and productivity. Therefore, identifying the psychological factors that influence job satisfaction is crucial in efforts to enhance teachers' job satisfaction. In this study, we aimed to reveal the multiple mediating roles of self-efficacy and hope in the relationship between teachers' spiritual well-being and job satisfaction. To achieve this aim, we tested our theoretical model with data collected from 356 teachers. The findings suggest that teachers' hope, and self-efficacy partially mediate the relationship between their spiritual well-being and job satisfaction. These results indicate that teachers' levels of spiritual well-being play an effective role in enhancing job satisfaction via psychological resources such as self-efficacy and hope. In this context, educational leaders should consider teachers' spiritual and psychological needs, organize school environments accordingly, and foster a positive institutional culture.
教师的工作满意度是塑造学校效能和生产力的一个基本因素。因此，识别影响工作满意度的心理因素对于提高教师工作满意度的努力至关重要。在本研究中，我们旨在揭示自我效能感和希望在教师精神幸福感与工作满意度之间关系中的多重中介作用。为实现这一目标，我们用从356名教师收集的数据对我们的理论模型进行了检验。研究结果表明，教师的希望和自我效能感部分中介了他们的精神幸福感与工作满意度之间的关系。这些结果表明，教师的精神幸福水平通过自我效能感和希望等心理资源在提高工作满意度方面发挥着有效作用。在这种背景下，教育领导者应考虑教师的精神和心理需求，相应地组织学校环境，并培育积极的制度文化。
