The mediating effect of teacher self-efficacy on teaching practice and job satisfaction by using the results of talis 2018

Yıldız, Cansu
The purpose of this study is to determine the role of teacher self-efficacy as a mediator in the relationship between teaching practice and job satisfaction. To succeed in this aim, the correlational model was used in the current study. The research group of this study includes 1243 Turkish science teachers who participated in the Teaching and Learning International Survey (TALIS) 2018. ‘‘ Teaching Practice Scale ’’, ‘‘Teacher Self-efficacy Scale’’ and ‘‘Job Satisfaction Scale’’ were used to collect data. The predictive and mediating relationship between teaching practice (clarity of instruction, cognitive activation, and classroom management), teacher self-efficacy, and job satisfaction were analyzed by Structural Equation Model (SEM). The simple mediation model was used in SEM. In this study, several models were examined. The result of the study revealed that teaching practice has a positive effect on job satisfaction and teacher self-efficacy has a positive effect on job satisfaction. Furthermore, teacher self-efficacy is a mediator for teaching practice variables to explain job satisfaction. Because there has been little research on the relationship between teaching practice, job satisfaction, and teacher self-efficacy for a Turkish sample, it is predicted that this study will throw light on future studies focused on these variables.


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Citation Formats
C. Yıldız, “The mediating effect of teacher self-efficacy on teaching practice and job satisfaction by using the results of talis 2018,” M.S. - Master of Science, Middle East Technical University, 2022.